The role of apprenticeship in skills development of construction artisans to achieving Sustainable Development Goal 8: stakeholders’ unexplored approach

Abstract

Purpose
Studies show that apprenticeships can enhance skills development and economic growth. There is a paucity of academic literature concerning apprenticeship’s role in developing Nigerian construction artisans’ skills, especially regarding achieving Sustainable Development Goal 8 (Decent Work and Economic Growth). Thus, this study aims to appraise the role of apprenticeship in developing construction artisans’ skills and suggest measures to improve skills development for artisans’ on-the-job training mechanisms to achieve Goal 8.

Design/methodology/approach
Given the unexplored nature of the problem, the study utilised face-to-face data collection via a qualitative research approach. It covered two major cities in Nigeria and achieved saturation at the 29th chosen interviewee. Also, the study adopted a thematic method to analyse the data from selected construction artisans, construction firm management staffers and consultant experts in skills matters.

Findings
Enhancing skills development, replacing the ageing workforce through practical broad-based skills training, bridging skills gaps, enhancing work-integrated learning and economic upliftment emerged as apprenticeship’s role in developing artisans’ skills in the Nigerian built environment if well implemented. Apprenticeship to develop skills in the built environment is not without hindrances. The perceived 34 barriers were re-clustered into employee, employer and government-related. Findings show that achieving Goal 8 may be threatened if these hindrances are not mitigated. They suggest improving skills development for artisans’ on-the-job training mechanisms to achieve Goal 8.

Originality/value
This study demonstrates that apprenticeship’s role in developing construction artisans’ skills should be all-inclusive. Also, the three stakeholders must do more concerning training programmes to improve artisans’ skills development to achieve Goal 8.

Full text

The role of apprenticeship in skills
development of construction
artisans to achieving Sustainable
Development Goal 8: stakeholders’
unexplored approach
Andrew Ebekozien
Department of Construction Management and Quantity Surveying,
University of Johannesburg, Johannesburg, South Africa;
School of Social Sciences, Universiti Sains Malaysia, Gelugor, Malaysia;
Faculty of Engineering, Built Environment and Information Technology,
Walter Sisulu University, East London, South Africa;
Department of Engineering, INTI International University, Nilai, Malaysia and
Department of Quantity Surveying, Auchi Polytechnic, Auchi, Nigeria
Clinton Ohis Aigbavboa
Department of Construction Management and Quantity Surveying,
University of Johannesburg, Johannesburg, South Africa
Mohamad Shaharudin Samsurijan
School of Social Sciences, Universiti Sains Malaysia, Gelugor, Malaysia
Wellington Didibhuku Thwala
Faculty of Engineering, Built Environment and Information Technology,
Walter Sisulu University, East London, South Africa, and
Mohamed Ahmed Hafez Ahmed
Department of Engineering, INTI International University, Nilai, Malaysia
Abstract
Purpose –Studies show that apprenticeships can enhance skills development and economic growth. There is a
paucity of academic literature concerning apprenticeship’s role in developing Nigerian construction artisans’
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© Andrew Ebekozien, Clinton Ohis Aigbavboa, Mohamad Shaharudin Samsurijan, Wellington
Didibhuku Thwala and Mohamed Ahmed Hafez Ahmed. Published by Emerald Publishing Limited.
This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may
reproduce, distribute, translate and create derivative works of this article (for both commercial and non-
commercial purposes), subject to full attribution to the original publication and authors. The full terms
of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode
Special thanks to the participants for providing knowledgeable contributions to enhance the
findings of this paper. Also, the authors appreciate the comments, suggestions and recommendations
provided by the anonymous reviewers, which honed and strengthened the quality of this manuscript
during the blind peer-review process.
Funding: Development Planning and Management, School of Social Sciences, Universiti Sains
Malaysia, Pulau Pinang, Malaysia and Faculty of Engineering and the Built Environment and CIDB
Centre of Excellence (05-35-061890), University of Johannesburg, South Africa.
Declaration of competing interest: The manuscript has been read and approved by all named
authors. The order of authors has also been approved, and there is no conflict of interest.
The current issue and full text archive of this journal is available on Emerald Insight at:
https://www.emerald.com/insight/0969-9988.htm
Received 8 June 2024
Revised 15 July 2024
4 August 2024
Accepted 4 September 2024
Engineering, Construction and
Architectural Management
Vol. 31 No. 13, 2024
pp. 411-429
Emerald Publishing Limited
0969-9988
DOI 10.1108/ECAM-06-2024-0714

skills, especially regarding achieving Sustainable Development Goal 8 (Decent Work and Economic Growth).
Thus, this study aims to appraise the role of apprenticeship in developing construction artisans’ skills and
suggest measures to improve skills development for artisans’ on-the-job training mechanisms to achieve Goal 8.
Design/methodology/approach –Given the unexplored nature of the problem, the study utilised face-to-face
data collection via a qualitative research approach. It covered two major cities in Nigeria and achieved saturation
at the 29th chosen interviewee. Also, the study adopted a thematic method to analyse the data from selected
construction artisans, construction firm management staffers and consultant experts in skills matters.
Findings –Enhancing skills development, replacing the ageing workforce through practical broad-based
skills training, bridging skills gaps, enhancing work-integrated learning and economic upliftment emerged as
apprenticeship’s role in developing artisans’ skills in the Nigerian built environment if well implemented.
Apprenticeship to develop skills in the built environment is not without hindrances. The perceived 34 barriers
were re-clustered into employee, employer and government-related. Findings show that achieving Goal 8 may
be threatened if these hindrances are not mitigated. They suggest improving skills development for artisans’
on-the-job training mechanisms to achieve Goal 8.
Originality/value –This study demonstrates that apprenticeship’s role in developing construction artisans’
skills should be all-inclusive. Also, the three stakeholders must do more concerning training programmes to
improve artisans’ skills development to achieve Goal 8.
Keywords Apprenticeship, Construction artisan, Nigeria, Skills development, Sustainable development goal
Paper type Research paper
1. Introduction
Skills development is a pertinent feature that drives developed and developing countries’
economies. It is a key issue influencing construction projects’ performance in the fast-
growing digital world. Molloy and Chetty (2015) and Daniel et al. (2020) affirmed that
construction projects’ poor performance is a recurring issue in several countries. Studies
show that abridged productivity can be connected to shortage and ageing in the built
environment workforce (Hasan et al., 2018). This implies a need for more construction
artisans and may be worst hit in developing countries like Nigeria. They may lead to poor
performance (Lu et al., 2015) and reduced contractors’ profits (Construction Development
Board, 2017). Daniel et al. (2020) suggested mechanisms targeted at motivating young adult
construction workers for sustainable development and economic growth via policies and
programmes supporting productive tasks and decent employment to mitigate workforce
shortages that may affect contractors’ profits later. An apprenticeship may be a suitable
mechanism to bridge the construction artisans’ gap in the built environment and, by
extension, improve economic growth through the productive employment of young artisans.
Daniel et al. (2020) described apprenticeships as programmes to attract young intending
workers with vital broad-based skills for practicing a career or becoming an artisan in the built
environment. The intending artisan is expected to be capable and willing to practise the trade
after the training programme. The programme is a mechanism that trains capable young adults
to swap the ageing staffers. In Hong Kong, an example of an apprenticeship programme is the
“Enhanced Construction Manpower Training Scheme” (Ho, 2016). In the United Kingdom,
examples are “Modern Apprentice” and “Young People Training Programme” (Hogarth and
Gambin, 2014). In Canada, the apprenticeship programme involves classroom teaching and on-
the-job training (Daniel et al., 2020). Fayek et al. (2003) avowed that the mentor who doubled as
the trainee, mentee, apprentice and/or intending artisan supervisor must fill in a logbook
explaining each apprentice’s activities. They emphasised that passable supervision ensures
trainees can execute several activities unharmed without additional cost. In the USA, Woods
(2012) asserted that the private sector or the government funds apprenticeship training for crafts
workers. It is a combination of classroom instruction and on-the-job work experience. Also, the
apprentice is issued a “certificate of completion” at the end of the apprenticeship programme.
Several scholars (Woods, 2012;Hogarth and Gambin, 2014;Awe, 2017;Ogbuanya et al.,
2020;Daniel et al., 2020;Osuizugbo et al., 2022) have researched apprenticeship and related
areas in the built environment, besides the issue still needs to be solved, especially in
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developing countries, such as Nigeria, none addressed apprenticeship regarding how
enhancing it might improve achieving Goal 8. Advancing comprehensive and sustainable
economic growth, driven by decent work derived from acquired practical skills, is germane to
the actors in the construction industry. This is the study motivation. Construction
apprenticeship programmes will improve in achieving Goal 8 because the target is young
adults. Besides bridging the skills gaps and replacing the ageing skilled artisans, it would
mitigate unemployment and reduce the crime rate among young adults that are more
vulnerable. Goal 8 is one of the 17 of the United Nations (UN) sustainable development goals
(SDGs) (UN, 2022). However, the 2030 Agenda for SDGs is not the first set of goals to assist
countries in collaborating and working together to achieve a better society and a cleaner
environment (Ebekozien et al., 2024). Past goals include Agenda 21 at the Earth Summit in
Rio de Janeiro, Brazil (United Nations, 2022) and Millennium Development Goals 2000–2015
(Valencia et al., 2019). The study focuses on Goal 8. Studies such as Edmark (2005) found a
positive relationship between crimes and unemployment. A successful apprenticeship
programmes with the right training skills will translate to a safer society free from crimes.
Woods (2012) appraised apprenticeship training for crafts workers in the United States of
America. Woods found that besides being financed by the government and private sectors, the
training combines classroom instruction and on-the-job work experience. Hogarth and Gambin
(2014) evaluated the duration to complete apprenticeship training for crafts workers in the UK.
Daniel et al. (2020) highlighted the factors that influence apprentice training for craftspeople in
the built environment. Studies (Woods, 2012;Hogarth and Gambin, 2014;Daniel et al., 2020)
show that apprenticeships can enhance skills development, leading to economic growth.
Osuizugbo et al. (2022) investigated the issues influencing career decisions among intending
construction artisans. Integrated apprenticeship may positively influence achieving SDGs,
especially Goal 8 (Decent Work and Economic Growth). There is a paucity of academic literature
concerning apprenticeship’s role in developing Nigerian construction artisans’ skills, especially
regarding achieving Goal 8. Thus, there is a need to appraise the role of apprenticeship in
developing construction artisans’ skills and suggest measures to improve skills development
for artisans’ on-the-job training mechanisms to achieve Goal 8 through the following objectives:
(1) To appraise apprenticeship’s role in developing Nigerian construction artisans’ skills;
(2) To investigate the perceived hindrances facing skills development for artisans’ on-
the-job training and
(3) To suggest measures to improve skills development for artisans’ on-the-job training
mechanisms to achieve Goal 8.
2. Review of literature
2.1 Apprenticeship in the construction industry’s trades
Apprenticeship programmes for artisans are a contemporary problem within the built
environment. Its significance could be credited to several resources assigned to
apprenticeship programmes to mitigate the skills gaps and ageing staffers experienced in
the sector (Daniel et al., 2020). Ogbuanya et al. (2020) affirmed that apprenticeship offers
young adults construction trade skills that assist them in mitigating poverty, enhancing
well-being and generating other commercial openings. This corroborates studies such as
Edmark (2005), who found a positive relationship between crimes and unemployment.
In Nigeria, construction skills are clustered into artisan and non-artisan jobs (Awe, 2017).
The sector needs artisans’ services to develop products and services. Artisans are
craftspeople. An artisan is a person who has learnt the required skills in one or more trades
and is trained by a mentor and/or trainer artisan for a specific duration of supervised on-the-
job training (Asiyanbola, 2018). Construction artisans’ careers include plumber, plasterer,
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electrician, carpenter, painter, bricklayer, cement mason, roofer and chainman (Awe, 2017).
The artisans’ skills are required to implement construction tasks to meet the project
specifications and statutory obligations. The construction artisan skills are acquired through
formal or informal training. In the informal setting, it is planned to offer young adults the
privilege to acquire and grow the right competence to practice the career over a specific
duration (Awe, 2017). In the formal setting, the programmes are delivered through on-the-job
training and in-class instructions (Ikediashi et al., 2012). The public and private sectors have
participated in several apprenticeship trainings in Nigeria.
The National Directorate of Employment was established in 1986. Evawoma-Enuku and
Mgbor (2005) reported that the directorate created the Waste to Wealth Scheme, School on Wheels
Scheme and Open Apprenticeship Scheme. These schemes offer young adults the privilege of
learning vocational skills. The N-Build scheme resulted from the collaboration among the Nigerian
Institute of Building, the Council of Registered Builders of Nigeria and the Federal Government of
Nigeria. It was designed to offer construction artisans training to young adults. The N-Build is a
component of the N-Power. Sambe (2019) affirmed that N-Power is a National Social Investment
Programme of the Federal Government. Its mission is to empower young adults through human
capital development. Also, the collaboration between Julius Berger Nigeria (JBN) Plc and the
Federation of Construction Industry (FOCI) established the FOCI-JBN Artisanal Skills
Development Academy. Julius Berger Nigeria (2020) reported that the goal was to proffer an
answer to construction artisans’ skills shortage. These programmes emphasise the obligation of
the private organisations and government to construction artisans’ apprenticeship, but more
attention is needed to yield the expected results. Evawoma-Enuku and Mgbor (2005) identified
inadequate funding and a lax framework as possible contributing factors to the failed programmes.
Regarding the study’s literature gap in Nigeria, few studies (Sanni and Alani, 2008;Awe et al.,
2011;Bilau et al., 2015;Liadi and Olutayo, 2017;Ogbuanya et al., 2020) have worked on construction
artisans’ apprenticeships. Sanni and Alani (2008) studied the issues that account for the decrease in
the number of persons willing to enrol in apprenticeship training. Bilau et al. (2015) found a lack of
motivation, low income, inadequate training opportunities, a lack of motivation, changes in
construction methods and an ageing workforce as the root causes of artisans’ shortages. Awe et al.
(2011) discovered a preference for formal education, the image of the industry and ineffective career
guidance as the issues accountable for the weakening interest in pursuing artisans training.
Ogbuanya et al. (2020) evaluated the apprenticeship mechanism. They discovered that conformity
to regulation, loyalty to the master trainer, strict obedience to rules, workplace proficiency,
commitment toward training, demonstration of competency to work and work punctuality were
factors that determine the rate of apprentices’ completion. Based on the reviewed literature, there is
a paucity of scholarly materials tailored towards addressing construction artisans’ apprenticeship
regarding the achievement of Goal 8. This is a component of the study’s gaps.
2.2 Skills development for artisans to achieve goal 8
Skills development via apprenticeship can provide inclusive and sustainable economic
growth for the people and society. Perks and McQuiken (2020) identified productive
employment, economic growth and decent work as the three key components, which make up
Goal 8. Ritchie and Ortiz-Ospina (2018) described economic growth as per capita economic
growth, at least 7% gross domestic product (GDP) growth/annum in developing countries.
ILO (2012) described productive employment as jobs producing enough returns to labour to
permit workers and their wards to consume above the poverty line. This is a key to the SDGs,
including Goal 8. The UN (2018) described decent work as a prospect for an individual to get
productive employment and deliver “living income,” safety in the working environment and
social protection for households to enhance social integration.
In 2015, 193 member states ratified the UN Sustainable Development Agenda (2030). SDGs
encompass 17 goals, 169 targets and 230 indicators to achieve a better and more sustainable
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future (Guandalini et al., 2019). Apprenticeship in the skills development of construction
artisans via Goal 8 (Decent Work and Economic Growth) is a key goal and the study’s focus.
Achieving Goal 8 may require a successful apprenticeship and an inclusive approach from the
key stakeholders. Goal 8 emphasised the right to full employment and decent work (Frey, 2017).
It has 12 targets (Rai et al., 2019). However, the right to decent work is not identified as a human
right states responsibility. It could assist in developing the economy. Also included in the target
are young adult jobs (UN, 2015). The goal builds on the International Labour Organisation’s
(ILO’s) Decent Work agenda with its four “core standards” (Rai et al., 2019).
3. Research method
The study adopted a qualitative research method. This provides an appropriate approach to
addressing the underlying issues in the study (Garcia and Gluesing, 2013;Jaafar et al., 2021).
Also, a phenomenology method is considered explanatory and investigative through
interviewees’ data collection with experience and knowledge of the subject matter (Ibrahim
et al., 2022). The research adopted semi-structured face-to-face interviews and was
complemented by reviewed literature. The researchers adopted a face-to-face approach
because it was the most suitable and allowed them to explore participant insights. This
aligned with Osuizugbo et al. (2022). They investigated the factors influencing intending
construction artisans. The study’s research design method is shown in Figure 1. The study’s
participants include apprentices (trade trainees), skilled artisans, construction firms’
Source(s): Modified from Ebekozien (2019)
The Research Design
Participants across two Nigerian cities
32 nos
Qualitative
Phenomenological
Data Collection
32 Face-to-Face Interview Meetings in
Two Populated Cities
Data Analysis
Thematic Analysis (Manual)
Findings (Issues Facing Skills Dev for Artisans and Measures
to Achieve Goal 8)
Discussion and Triangulation
Conclusion and Recommendations
Figure 1.
The research design
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representatives that provide training programmes, construction consultants and consultant
skill experts knowledgeable in SDGs and apprenticeship matters. For this study, the trades
engaged were bricklaying and masonry, carpentry, painting and decoration, plumbing,
building electrical work, tiling work, iron bending and aluminium windows and/or doors. In
total, 32 participants who are knowledgeable in apprenticeship and Goal 8 were engaged, as
presented in Table 1. The researchers also ensured a good representation of the groups in the
selection. Hence, large and medium contracting firms, where apprenticeship is mostly
practiced, were selected. The researchers selected the participants from eight construction
firms (P1–P24) (comprises companies management representatives, trainers and trainees),
Id Company
Firm
code Location
Number of
employees
Years of
experience Participant rank
P1 Construction firm
(large)
A Abuja 350 25 Project manager
P2 20 Foreman
P3 2 Trainee (masonry)
P4 B 400 18 Management staff
P5 22 Supervisor
P6 3 Trainee
(carpentry)
P7 Construction firm
(medium)
C 65 25 Managing director
P8 18 Coordinator
P9 3 Senior trainee
P10 D 70 22 Site manager
P11 17 Headman
P12 2 Trainee (iron
bending)
P13 Construction firm
(large)
E Lagos 330 22 Management staff
P14 18 Supervisor
P15 3 Trainee
(plumbing)
P16 F 300 20 Contract manager
P17 24 Supervisor
P18 2 Trainee (electrical)
P19 Construction firm
(medium)
G 60 29 CEO
P20 13 Headman
P21 3 Head trainee
(masonry)
P22 H 55 33 Management staff
P23 13 Supervisor
P24 3 Trainee (masonry)
P25 Construction
consultants
Lagos 34 Principal partner/
QS firm
P26 28 Director/
architectural firm
P27 Abuja 20 Senior engineer
P28 24 Partner/structural
firm
P29 Construction skills’
consultants
Lagos 15 Head, training unit
P30 20 Operation
manager
P31 Abuja 18 Skills coordinator
P32 22 Partner, skill
manager
Source(s): Authors’ work
Table 1.
Interviewees’
description
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construction consultants (P25–P28) and construction skills consultants knowledgeable in
SDGs and apprenticeship matters (P29–P32) were engaged, as illustrated in Table 1.Table 1
shows the summarised selection pattern to represent the study’s population well. Besides
construction consultants such as private practicing quantity surveyors, the study engaged
construction skills experts to form a balanced opinion and triangulate the analysed data. The
study’s saturation was achieved at the 29th participant when “new data” insights from the
research were no longer forthcoming from the participants. This aligns with Braun and
Clarke (2019) and Ebekozien (2019), who asserted that the study had attained saturation
when there was no evidence of more new insights or constructs. The participants were from
Abuja and Lagos because the cities are the hallmark of Nigerian construction activities
(Ebekozien and Aigbavoba, 2021). Table 1 shows the interviewees’ location, rank, years of
experience and staff strength. The study’s main research question is: What is the role of
apprenticeship in the skills development of construction artisans to achieve SDG 8? The
study conducted a pilot interview with five selected participants. The interviews were from
November 2022 to February 2023. This is a portion of an ongoing study.
Before the main interviews, which lasted an average of 45 minutes, invitation letters were
sent to interviewees, and 32 indicated interest and were interviewed. Concerning ethical
issues, the interviewees were communicated with the aim and were accepted to partake
without compulsion. The participants’ identities were anonymous in the reporting. This
aligned with Aigbavboa et al. (2023a). The study allocated labels to the analysed data and
utilised an open coding method for the data transcript. The study adopted emotion, narrative,
invivo and theming coding methods. This aligns with Corbin and Strauss (2015). The research
inter-rater reliability was 70% and conducted manually. This aligns with Kouner’s (Burns,
2014) because two scholars were involved in collecting and coding data. It assists in
establishing the agreement of the same data obtained by different raters, using the same
parameters. The research design, data collection and post-data analysis were guided, as
illustrated in Table 2. In total, 90 codes were identified and re-clustered based on reference,
occurrence and frequency. In total, 10 sub-themes emerged from the 90 codes and were
re-clustered into 3 themes. Among the codes include time for the training programme, funding
issues, inadequate operational capacity by construction firms, contracting firms’ reluctance to
invest in apprentice training, conflict of interest between trainee and/or apprentice and trainer
and/or supervisor, narrow skills demotivate trainee, a lack of mindset change, the attitude of
fast and/or quick wealth rather than career progression, short construction project duration, a
rigid mechanism to apprenticeship, inadequate job prospect, inclusive stakeholders’
engagement missing, insufficient instructors and supervisors, inadequate training facilities
and resources, gender stereotype in training, bullying of artisans, a lack of clear framework
for progression, artisan training acceleration and trainees not willing to be mentored. Also,
Method Assessment strategies
The phase of
research
Reliability Interviewers’ well-guided (consistent) Data collection
Validity The adoption of a recognised method (semi-structured interview
questions)
Data collection
Generalisability Recognition of limitation due to sample size potential interviewer
bias
Data analysis
Transferability Compare the study’s implications against reviewed literature Post-data analysis
Credibility Theme approach to establish a pattern from the data Data analysis
Dependability Developing semi-structured interview guidelines (Appendix) Research design
Source(s): Modified from Yin (2014, p. 34)
Table 2.
Study’s quality
assessment strategies
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among the categories are government-related, employer-related and employee-related
hindrances. Concerning triangulation during results discussion, the research converged
to form categories and themes. The research triangulated the collected data (i.e. transcripts) in
line with Aigbavboa et al. (2023b). Also, the study engaged an autonomous practitioner to
cross-check the themes on group discussions. The fears of the findings’ validity were reduced
and made possible through the data collection triangulation approach (Garcia and Gluesing,
2013;Ebekozien, 2020). The study adopted a manual approach via thematic analysis
to analyse the data and was guided by prepared semi-structured questions. This aligns with
Ebekozien et al. (2020,2023), as presented in Appendix. The main findings were based on the
views of the 32 participants.
4. Results and discussion of the study
Objectives one, two and three are addressed in themes one, two and three, respectively, as
follows:
4.1 Theme one: role of apprenticeship in developing Nigerian construction artisans’ skills
The role of the apprenticeship mechanism in training the mandatory construction artisans for
the project cannot be overemphasised. Findings show invaluable contributions of
apprenticeship to construction project delivery and as a means of bridging the ageing
skilled staffers and improving development skills (majority). Participant P26 says, “. . ..
integrated apprenticeship enhances skills development in construction craftsmanship, especially
in construction-related trades such as masonry, carpentry, iron bending, plumbing, electrical and
many more. I know many foremen in renowned construction companies who started as trade
trainees in one of the trades and, over years of training, become an expert and either a foreman
or supervisor in some cases. In one of the sites where I worked, the supervisor informed me that
he had just National Business and Technical Examination Board (NABTEB) with woodwork as
an elective, an equivalent of the West African Senior School Certificate Examination (WASSCE)
and started 25 years ago as a trainee in the carpentry section. Today, he is not just an expert in
carpentry but can supervise other related construction activities, including masonry, iron
bending, plumbing with confidence and competence ....” These results align with Wolek (1999)
and Daniel et al. (2020). They found that apprenticeship helps management in training novices
via skilled internal experts. Skilful personnel play the role of instructors in training the trainees.
It is a platform that offers young trainees practical, broad-based skills.
Apprenticeships within the construction company are set up to train novice staffers to
bridge skills gaps and enhance employee-led technical development (P3, P6, P12, P14, P25,
P29 and P31). Participant P31 says, “ . . ..on-the-job training is more skill-based than the
knowledge-based approach of learning in higher vocational education . . ..” It is a mechanism
that replaces the skilled ageing artisans in construction firms and has been embraced by
many companies rather than engaging new hands (P7, P13, P19 and P30). Results align with
Konstantinou and Miller (2020) and Osuizugbo et al. (2022).Konstantinou and Miller (2020)
emphasised the need for work-integrated learning and skill development. This is better
achievable via on-the-job training, where practicality and learning intersect to yield
productive work. Osuizugbo et al. (2022) affirmed that apprenticeship programmes enhance
staffers’ training to bridge the skills shortage from the ageing workforce. Besides skill
development, replacing the ageing workforce and bridging skills gaps, economic upliftment
cannot be overemphasised as a trained artisan via the apprenticeship process within the
organisation (P6, P11, P12, P18, P21 and P29). Participant P11 says, “ ....I have been able to
set up a chemist shop for my wife from the income savings. My household gains a passive
income daily from the sales. It has reduced the financial burden on me ....” These findings
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agree with Ogbuanya et al. (2020). They opined that apprenticeship offers young adults skills
that improve well-being, mitigate poverty and develop other commercial prospects from job
savings. It can enhance economic and social implications for society. Participant P1 says, “
. . ..our company has benefited from this in-house manpower training. We recruit
fieldworkers/unskilled workers and place them under specific section/trade with
consultation, to acquire training and later upgraded to skilled workers after tested with
salary increment ....” Successful construction artisan apprenticeship programmes organised
by companies boost manpower production and economic and industrial growth but are not
exempt from hindrances (P1, P4, P27, P29 and P31).
4.2 Theme two: hindrances facing skills development for artisans’ on-the-job training
Despite the importance of apprenticeships to the construction industry, most companies’ in-
house skills training programmes still need to improve in Nigeria. Findings show that
gaining insights into the issues hindering skills development for artisans’ on-the-job training
in the built environment can assist in developing measures for improving skills development
for artisans’ on-the-job training mechanisms to achieve Goal 8 (majority). One pertinent point
is the re-cluster of the perceived barriers responsible for the low skills development for
artisans’ on-the-job training. The barriers were re-clustered into employee-related, employer-
related and government-related hindrances, as illustrated in Table 2. The study identified 34
barriers. From the 34 barriers, 25 were employer-related, 17 were employee-related and 6
were government-related. Results reveal that the developed three variables could improve
skills gaps and threaten to achieve Goal 8 and its targets. Thus, mitigating these factors is
germane and should be all-inclusive. In Table 3, results show that some of the barriers are
dual, for e.g. funding issues, inadequate job prospects, a lack of a clear framework for
progression, working environment, culture, trainee’s age and conflict of interest between
trainee and trainer.
Regarding government-related hindrances, the lack of government policy and regulatory
framework, funding issues and lax government support emerged as top-ranked. Participant
P30 says, “ ....funding and absence of government policy and regulatory framework are
critical barriers that have negatively affected past government apprenticeship programmes
such as the Open Apprenticeship Scheme and N-Build scheme ....” The funding issue is from
two perspectives (public and private sectors) (majority). Some private organisations are not
interested because of their experience with artisans “poaching.” It is the act of employing
staffers with skills and experience from other firms rather than investing in-house to train
workers. “ . . ..we invested in training three masons, three carpenters, and two steel fixers for
over three years but resigned after skills acquisition and perfection to a new company that
attracted them with higher pay. These artisans were on our salary roll for three months when
there was no work yet left us just like that . . . . . .” said Participant 13. These results align with
Ziderman (2001) and Daniel et al. (2020). They stated that employers are unwilling to invest in
in-house staff training because they cannot control employees’ decisions to remain or
change jobs.
Concerning employer-related hindrances, funding issues, job security, trainee education
background, a lack of clear framework for progression, conflict of interest between trainee
and apprentice and trainer and supervisor, artisans bullying and inadequate training
facilities and resources emerged top-ranked. For others, refer to Table 3. Participant P30
says, “ . . .. Besides other logistic issues, how many construction companies have the capacity
for an in-house trainer/supervisor to train these trainees if engaged in the trade? Some
companies have just one mason and only engage more on a contract basis when there is a
project. How do you expect such a company to embrace an apprenticeship programme?” These
results agree with Chang et al. (2016). They identified operational capacity inadequacies,
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a lack of a clear framework for progression and conflict of interest as part of external factors.
They are factors not within the control of the trainees, mentors and/or supervisors.
Regarding employee-related hindrances, artisan bullying, trainee not willing to be
mentored, the attitude of fast/quick wealth rather than career progression, trainee’s age, the
opportunity for career advancement, mindset and job security emerged top-ranked. For
others, refer to Table 3. Participant P12 says, “ .... apprenticeship concept is good to keep
young adults away from the streets. But, what about the career progression after the training?
S/
Nos Emerged hindrance
Categorisation
Govt-
related
Employer-
related
Employee-
related
1 Time for the training programme √ √
2 Funding issues √ √
3 Inadequate operational capacity by construction
firms
√
4 Contracting firms’ reluctance to invest in apprentice
training
√
5 Conflict of interest between trainee/apprentice and
trainer/supervisor
√ √
6 Narrow skills demotivate trainee √
7 Lack of mindset change √
8 Attitude of fast/quick wealth rather than career
progression (get rich quick orientation)
√
9 Short construction project duration √
10 Rigid mechanism to apprenticeship √
11 Inadequate job prospect √ √
12 Inclusive stakeholders’ engagement missing √ √
13 Insufficient instructors and supervisors √
14 Inadequate training facilities and resources √ √
15 Gender stereotype in training √
16 Bullying of artisans √ √
17 Lack of clear framework for progression √
18 Artisan training acceleration √ √
19 Trainees not willing to be mentored √
20 Lax government support (government do not
encourage skills acquisition)
√
21 Lack of government policy and regulatory
framework
√
22 Poaching attitude of construction firms’ employers √
23 Trainee education background √
24 Trainee socioeconomic status √
25 Tribal discrimination √ √
26 Trainee perception and preference √
27 Trade unions √
28 Trainee’s age √ √
29 Culture √ √
30 Working environment √ √
31 Opportunity for career advancement √
32 Family pressures (difficult work-family balancing
act)
√
33 Job security √ √
34 Mode of training √ √
Total 6 25 17
Source(s): Authors’ work
Table 3.
Major hindrances
facing skills
development for
artisans’ on-the-job
training
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What if this company wind up? Can I secure a job as an artisan in another construction
company without a government-recognised certificate? These are issues some of us are
concerned . . . . . .” These findings agree with Chileshe and Haupt (2010). They identified
promotion opportunities, working conditions and status influencing young adults’ careers.
Awe et al. (2011) and Bilau et al. (2015) found lax motivation, formal education attraction,
inadequate training opportunities, an ageing workforce and lax career guidance as some of
the hindrances facing construction apprenticeship.
4.3 Theme three: measures to improve skills development for artisans’ on-the-job training
mechanism to achieve Goal 8
This sub-section presents measures to improve skills development for artisans’ on-the-job
training mechanism to achieve Goal 8. The study shows that skills development via
construction apprenticeship has the potential to provide all-inclusive economic growth and
decent jobs for the people and society. The private organisation’s role is pertinent but should
be all-inclusive to enhance efficiency and sustainability (majority). Achieving Goal 8 is
pertinent and implies a decent work environment (Meera and Vinodan, 2022). Findings re-
clustered the measures into three key stakeholder measures (variables) to achieve Goal 8.
They are government, employer and employee measures, as presented in Table 4. Findings
show that these measures could improve skills development for artisans’ on-the-job training
mechanism to accomplish Goal 8. This is the motivation and foundation of the study, as an
integrated apprenticeship would yield better results and performance in achieving Goal 8.
4.3.1 Government measures. Government’s role in skills development for construction
artisans’ on-the-job training approach to accomplishing Goal 8 cannot be overstated. Results
show that the pro-private sector policy would attract more construction companies to
embrace apprenticeship programmes and join the government in creating jobs for
unemployed young adults (P29 – P32). Participant P4 said, “ ....this should be the way to
increase the employability of our young adults because certification from higher education
institutions has caused more harm than good to the economy with increasing unemployed
Categorisation
Government measures Employers’ measures Employees’ measures
Contribute to training fund Contribute to training fund Contribute to training fund
Feasible policy and regulatory
framework
Provide formal setting for the
training
Embrace the scheme
Provide formal setting for the training Management will and
commitment
Job opportunity
Political will and commitment Company’s apprenticeship policy
scheme
Support the scheme to succeed
Insert apprenticeship scheme
programme in every awarded public
contract
Apprenticeship awareness
benefits via sensitisation
Apprenticeship awareness
benefits via sensitisation
Apprenticeship awareness benefits via
sensitisation
Apprenticeship training
programme as a social
partnership
Collaboration with employers
to achieve main aim
Provision of allowances for trainees Provision of allowances for
trainees
Provision of scholarship for trainees Provision of scholarship for
trainees
Collaboration with stakeholders Collaboration with stakeholders
Source(s): Authors’ work
Table 4.
Measures to improve
skills development for
artisans’ on-the-job
training mechanism to
achieve Goal 8
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graduates, and there is no hope of employment soon .....” These findings agree with the
Federal Government of Nigeria (2017) and the establishment of the N-Power apprenticeship
schemes to address young adults’ unemployment and artisans’ skills shortage. Regarding
government measures to improve skills development for artisans’ on-the-job training
approach to achieving Goal 8, the following top-ranked recommendations emerged:
contributing to a training fund, establishing a feasible policy and regulatory framework,
providing a formal setting for the training, political will and commitment and incorporating
apprenticeship scheme programme in every awarded public contract. For others, refer to
Table 4. The study suggests developing and implementing programmes to promote
construction artisans’ apprenticeship. Also, the programmes should be feasible and
sustainable via an integrated institutional framework. Regarding apprenticeship awareness
benefits, this is pertinent because many stakeholders in the industry do not know the
numerous benefits associated with construction apprenticeship if well-coordinated.
Participant P29 said, “. . . sensitisation via career guidance from parents, training
providers, and other relevant stakeholders must highlight that construction skills acquisition
through apprenticeship offers young adults prospects to earn as an employee or business owner
in the future ....” These findings agree with Daniel et al. (2020). They found that many
developing countries’ apprenticeships, including Nigeria, are lax.
The political will and commitment driven by institutional frameworks would enhance
sustainability and performance. Besides the outcome of mitigating the negative perception of
construction apprenticeship, it will improve accomplishing Goal 8. These results agree with
Osuizugbo et al. (2022). They asserted that key stakeholders’ (private sector and government)
collaboration yielded mechanisms to attract young adults to construction apprenticeship,
mitigating ageing skilled staffers and issues of labour shortage in the built environment
industry. Relating how this would assist in achieving Goal 8 is one of the study’s motivations.
Participants P25, P27 and P30 opine that if well managed with the right government policies,
construction apprenticeship can improve in accomplishing Goal 8. The argument is that
government is the largest construction client and infuses apprenticeship as part of a
contractual agreement on each construction project. Participant 30 said, “. . . This is a way of
developing a skilled human resources society and creating decent jobs via high value added to
the labour-intensive sector ...”
4.3.2 Employers’ measures. Construction companies’ role in skills development for
artisans’ on-the-job training approach to achieving Goal 8, and its targets cannot be
overemphasised. Findings show that the bulk of the responsibilities besides policy and
framework lies within the construction companies, and embracing apprenticeship
programmes is key to job creation for unemployed young adults (P2, P5, P13, P27 and P29
– P32). “ ....construction companies should have apprenticeship scheme as a company policy
component. This is pertinent to bridge future ageing skills and creating jobs for young adults to
contribute to society . . ..We have a draft yet to be approved by the Board, but implementation has
been fruitful as a win-win to us . . .” said Participant P7. Measures from employers to improve
skills development for artisans’ on-the-job training approach to achieving Goal 8 include
contributing to the training fund, providing a formal setting for the training, company’s
apprenticeship policy scheme, apprenticeship awareness benefits via sensitisation and
apprenticeship training programme as a social partnership emerged top-ranked. For others,
refer to Table 4. These findings agree with Thwala (2008) and Glover and Bilginsoy (2005).
Thwala (2008) suggested allowance for trainees. Glover and Bilginsoy (2005) recommended
scholarships to trainees to motivate young adults to participate in the programme.
Regarding providing the formal setting for apprenticeship training to improve achieving
Goal 8, findings agree with Ikediashi et al. (2012). They affirmed that formal apprentice
training programmes combined with on-the-job training and in-class instructions would
enhance apprentices’ knowledge about theoretical and practical ideas and create pertinent
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skills. Company’s apprenticeship policy scheme will eliminate artisans “poaching”
(majority). Participant P29 says, “ . . . .construction companies should be encouraged to
embrace construction apprenticeship to bridge the ageing skills and create employment for the
young adults as against in search for the “already-made” artisans . . ..” Some private
organisations are not interested because of their experience with artisans “poaching.”
Poaching is employing staffers with skills and experience from other firms rather than
investing to training in-house workers. “ . . ..we invested in training three masons, three
carpenters, and two steel fixers for over three years but resigned after skills acquisition and
perfection to a new company that attracted them with higher pay. These artisans were on our
salary roll for three months when there was no work yet left us just like that . . . . . .” said
Participant 13. These findings agree with Ziderman (2001) and Daniel et al. (2020).
4.3.3 Employees’ measures. Trainees play a key role in skills development for
construction artisans’ on-the-job training approach to accomplishing Goal 8. Findings
show the success or failure of most apprenticeship programmes or schemes can only be
discussed by highlighting the influence of the employees or trainees (majority). “ . . ..the
attitude of quick money and unethical approach to acquire wealth remains a challenge in this
part of the world where cultural and societal values are at the lowest. Many young adults prefer
to sign in for “yahoo-yahoo” (cyber-crime) than a construction apprenticeship. We need to
change the narrative and build a better Nigeria . . ...” said Participant P25. Concerning
measures from employees to improve skills development for artisans’ on-the-job training
approach to achieving Goal 8, contributing to the training fund, embracing the scheme,
apprenticeship awareness benefits via sensitisation and collaboration with employers to
achieve the main aim emerged top-ranked. For others, refer to Table 4.
Achieving Goal 8 via construction artisans’ apprenticeship should be all-inclusive,
including trainees’ contribution to training from the monthly stipend (majority). These
findings agree with Daniel et al. (2020). They suggested funding construction artisans’
training programme should be more than a government duty. The government must set good
examples because of the outcomes such as job creation and economic growth (Hogarth and
Gambin, 2014). Findings suggest that besides the apprentice being loyal to the mentor and/or
trainer and work punctuality, the intending artisan should ensure commitment towards
training and the ability to demonstrate proficiency in the workplace (P3, P12, P24, P28 and
P30). These findings agree with Ogbuanya et al. (2020) and identify punctuality to work, job
opportunities after training, conformity to regulation, the master trainer’s loyalty, a show of
competency to work, strict obedience to rules, workplace proficiency, commitment towards
training, and being in a working relationship with the master trainer as factors key to
apprentices’ completion and success.
5. The research implications
Findings show that the construction apprenticeship programmes success has positive
implications for society, especially regarding achieving Goal 8. Goal 8 is about encouraging
all-inclusive sustainable economic growth and productive employment. The outcome would
yield decent jobs for all. Construction apprenticeship via construction firms is one way to
achieve this goal. Unemployment would be reduced via the right skills training and translate
to a safer society free from crimes. Studies such as Edmark (2005) found a positive
relationship between crime and unemployment.
5.1 The theoretical implication
The study investigated the perceived hindrances that may hinder skills development for
construction artisans’ on-the-job training (apprenticeship). It proffered feasible measures to
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improve skills development for artisans’ on-the-job training to achieve Goal 8 and its targets.
In total, 34 barriers emerged and were re-clustered into 3 groups, as shown in Table 3. As
abridged and clustered into three groups in Table 4, the measures will improve skills
development for artisans’ on-the-job training to achieve Goal 8 and its targets. The three
main independent variables are government measures, employers’ measures and employees’
measures. Also, the dependent variable is improved skills development for artisans’ on-the-
job training to achieve Goal 11. These are parts of the theoretical implications.
5.2 The research’s practical implication
The study offers stakeholders such as the government, employers (construction companies)
and employees (artisans and/or intending artisans) the platforms to engage in feasible
measures that will help improve skills development for artisans’ on-the-job training
mechanism to achieve Goal 8 before 2030. Besides the three clustered measures tailored
towards achieving Goal 8, other SDGs linked with skills development for artisans’ on-the-job
training, such as Goal 1, will be achieved. This is pertinent to promoting all-inclusive
sustainable economic growth. Findings intend to stir scholars to inform key partners on
improving skills development for artisans’ on-the-job training mechanism to achieve Goal 8.
Therefore, key stakeholders are concerned about guaranteeing positive advantages to the
built environment industry and society. The study’s findings would help better understand
skills development issues for artisans’ on-the-job training and develop mechanisms for
improving skills development to accomplish Goal 8.
6. The research limitations and suggested study in the future
The study employed an interview method for collecting data and engaged 34 participants.
The study covered two major cities in Nigeria. A vigorous review of pertinent literature
alleviated these limitations to improve discussion of the results. Regarding suggested studies
in the future, the utilised study’s mechanism could be employed in other nations with barriers
facing skills development for construction artisans’ on-the-job training and being threatened
about accomplishing Goal 8. Also, the validation of the research results could be shown in
forthcoming studies via a quantitative technique with broader coverage.
7. Conclusion and recommendations
The study aimed to investigate the role of apprenticeship in developing construction
artisans’ skills and suggest measures to improve skills development for artisans’ on-the-job
training mechanism to achieve Goal 8. The study has shown that key stakeholders
(government, employers and employees) have a pertinent role in skills development for
artisans’ on-the-job training approach to accomplishing Goal 8. The study identified 34
perceived hindrances and re-clustered them into 3 clusters, namely employee-related,
employer-related and government-related. Findings suggested inclusive measures from the
key stakeholders (government, employers and employees) to improve skills development for
construction artisans’ on-the-job training approach to achieving Goal 8 and its targets, as
summarised in Table 4. Hence, the study recommended feasible measures for improving
skills development for construction artisans’ on-the-job training approach to achieving Goal
8. The pinnacle is to achieve Goal 8 via the following recommendations:
(1) First, the government’s role is germane in skills development for construction
artisans’ on-the-job training approach to achieving Goal 8 via policies and
programmes that would create the enabling environment for other stakeholders to
participate in young adults’ job creation. Thus, a semi-formal training system to
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acknowledge certification awarded by in-house construction skilled mentors to the
trainees after the programme is pertinent. This would attract many young adults
familiar with the formal education system to embrace the programme.
(2) Second is the need for the government to establish mechanisms to encourage long-
term construction artisans’ apprenticeship implementation. This is long overdue
because of the economic role of the construction sector. Also, sensitisation via
stakeholders (e.g. career guidance, parents, friends and others) should emphasise that
skills acquisition through construction apprenticeship offers young adults the
prospect of earning or becoming a business.
(3) Third, to ensure a fruitful construction artisans’ apprenticeship programme that
would improve achieving Goal 8, the prospective artisans must display loyalty to the
mentor and/or trainer, commitment towards competency, demonstrate proficiency in
the workplace, strict obedience to the rules and punctuality to work.
(4) The study suggests developing and implementing programmes to ensure
construction artisans’ apprenticeship is feasible and sustainable via an integrated
institutional framework. This is germane for sustainability and improves achieving
Goal 8 and its targets.
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Appendix
Semi-structured interview questions
Dear Participant,
Request for Interview
Studies show that apprenticeships can enhance developing skills and economic growth. There is a
paucity of academic literature concerning apprenticeship’s role in developing Nigerian construction
artisans’ skills, especially regarding achieving Sustainable Development Goal 8 (Decent Work and
Economic Growth). Therefore, the paper’s title is The Role of Apprenticeship in Skills Development of
Construction Artisans to Achieving Sustainable Development Goal 8: Stakeholders’ Unexplored
Approach. Specifically, the researchers will achieve the stated aim through the following:
(1) To appraise apprenticeship’s role in developing Nigerian construction artisans’ skills;
(2) To investigate the perceived hindrances facing skills development for artisans’ on-the-job
training and
(3) To suggest measures to improve skills development for artisans’ on-the-job training mechanism
to achieve Goal 8.
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Kindly note that the interview questions will be within the stated objectives. Responses provided by you
will be collated and analysed together with that of other interviewees. It will make up the value and
contribution to achieving the success of this work. Information provided will be treated with the
greatest secrecy.
Hence, your valuable time and other answers to the questions will be highly cherished.
With regards.
Yours faithfully,
(Research Coordinator)
Basic questions for the participants
(1) Please, for record purposes, what is your organisation’s name and state located?
(2) Please, what is your position in the organisation?
(3) Can you tell us your years of work experience?
(4) Please, are you knowledgeable regarding apprenticeship and Goal 8?
(5) If yes to Question 4, how can you describe the role of apprenticeship in developing Nigerian
construction artisans’ skills from your perception?
(6) As a stakeholder in the built environment sector, how can you evaluate the current
construction apprenticeship practice?
(7) Do you think there are perceived barriers facing skills development for artisans’ on-the-job
training?
(8) If yes to Question 7, what are the possible barriers?
(9) If no to Question 7, why do you think so?
(10) Please, what role can key stakeholders (government, employers and employees) play to
improve skills development for artisans’ on-the-job training mechanism to achieve Goal 8?
Corresponding author
Andrew Ebekozien can be contacted at: ebekoandy45@yahoo.com
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