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TABLE OF CONTENT

Title Page ………………………………………………………………………

Certification ……………………………………………………………………

Approval Page.…………………………………………………………………

Dedication ……………………………………………………………………

Acknowledgment ……………………………………………………………..

Abstract ………………………………………………………………………..

Table of Content ………………………………………………………………

TABLE OF CONTENTS

CHAPTER ONE: INTRODUCTION

1.1 Background to the Study

1.2 Statement of the Problem

1.3 Objectives of the Study

1.4 Significance of the Study

1.5 Scope and Limitations of the Study

CHAPTER TWO: LITERATURE REVIEW AND STUDY AREA

2.1 Literature Review

2.1.1 Human Capital: An Emerging Concept

2.1.2 The Importance of Human Capital Development

2.1.3 Methods of Human Capital Development

2.1.4 The University and Human Capital Development Nexus

2.1.5 Human Capital and the Local Government System

2.1.6 Education, Off the Job Training and Employee Performance

2.2 Study Area

2.2.1 Historical Development of the University of Nigeria Nsukka

2.2.2 Local Government Training Programme

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2.3 Hypotheses

2.4 Operationalization of Key Concepts

2.5 Theoretical Framework

CHAPTER THREE: METHODOLOGY

3.1 Research Design

3.2 Population of the Study

3.3 Sampling Techniques

3.4 Sources and Methods of Data Collection

3.5 Methods of Data Presentation and Analysis

CHAPTER FOUR:DATA PRESENTATION AND ANALYSIS

4.1 Data Presentation and Analysis

4.2 Discussion of Findings

CHAPRER FIVE: SUMMARY, RECOMMENDATIONS AND

CONCLUSION

5.1 Summary

5.2 Recommendations

5.3 Conclusion

Bibliography

Appendices

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CHAPTER THREE

3.0 METHODOLOGY

According to Oguonu and Anugwom (2006: 33) methodology refers

to the framework of activity or operations of the research. The function of

the methodology is to spell out the design of the study, the study population,

the sampling techniques, the sources and methods of data collection, and the

methods of data presentation and analysis.

3.1 RESEARCH DESIGN

One of the prerequisites for a good research is the adoption of a

suitable research design. A suitable research design provides a fine guide for

the researcher. According to Bryman (2001) in Burnham et al (2008:39)

research design provides the framework for the generation and analysis of

data according to the priorities set by the researcher. The design sets out the

actual line of action through which questions raised in theoretical discourse

are turned into feasible research instruments which can provide needed

answers.

The study like most works in administration follows the non-

experimental survey design. This is because it tries to observe and describe

social phenomena with the intention of synthesizing and analyzing data in

order to make generalizations. The researcher carries out a trend study which

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is geared towards analyzing phenomena over time. In precise terms, it looks

at human capital development for the LGS. It uses a non-experimental

survey research method to study and assess activities of this nature taking

place at the University of Nigeria Nsukka with particular focus on the Local

Government Training Programme in the Department of Public

Administration and Local Government.

3.2 POPULATION OF THE STUDY

Population is a collection of individuals, terms, or elements that are to

be observed in a given research problem situation (Obi, 2005:21). The

population of this study consists of the academic staff handling the

programme, the trainees (Local Government employees admitted into the

programme) and the Heads of Personnel Management (HPMs) of the local

governments whose employee are trained in the programme.

3.3 SAMPLING TECHNIQUES

There are many sampling techniques available to a researcher to

enable him/her draw a sample(s) that represent the population under study.

The technique used by the researcher here is the judgmental sampling. This

is used in selecting samples of the academic staff involved in the programme

and Heads of Personnel Management (HPMs) of relevant local governments,

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three (3) each. However, the population of the trainees is manageable and

needs no sampling. They are three hundred and forty two (342) in number.

3.4 SOURCES AND METHODS OF DATA COLLECTION

Sources of Data

Data used in this research come from various sources. They are

sourced from documented materials and samples of the study population.

Documented materials include statistics and figures compounded by the

Department of Public Administration and Local Government concerning the

programme. They also include the writings of scholars and experts who have

done some work on related matters. These data help to provide foundation,

direction and credibility to the study.

Method of Data Collection

Methods as used here include such procedures “as the making of

observation and measurement (Obi, 2005:57). She further says that data

collection often referred to by scholars/researchers as the fieldwork of their

project is the process of gathering information for the purpose of proving or

disproving a research hypothesis or answering research questions. Because

of the fact that the study is not experimental, most of the data used come

through non-reactive, personal interview and questionnaire methods.

Non-Reactive Method:

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This technique implies a method of collecting data from documented

sources. The researcher does not play an active or reactive part in the

formation of data obtained through this method. Here, the researcher only

dwells on the work of others and on official documents and releases of the

relevant institution.

Personal Interview Method:

This method is a form of survey research. The technique used here is

the scheduled structured interview. It is administered on samples of the

academia and HPMs of relevant Local Governments.

Questionnaire Method:

This is administered all the trainees in the Local Government Training

Programme.

3.5 METHOD OF DATA PRESENTATION AND ANALYSIS

The collected data are presented in tabular and textual forms. These

help to present a clear picture of the phenomena studied in the course of the

research.

Analysis of data is done using a combination of frequency

distribution, simple percentage and content analysis methods. These will

complement each other for a logical analysis of the accumulated data.

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CHAPTER ONE

1.1 BACKGROUND

Man has always grappled with how to put the resources at his disposal

to productive use. The mere availability of these resources does not satisfy

his numerous and ever – changing needs. Organizations and society have to

meet their objectives and provide for their needs respectively. To do this,

they have to commit the resources at their disposal to a productive pattern.

In other words, they must be interplay of these resources: human resources

must act on the non – human resources. The exploitation and utilization of

the material resources towards the achievement of the goals and objectives

of the organization usually depends on the resourcefulness of the human

resources of the organization or government (Nnadozie, 2002:92).

Over the years the significance of the human aspect has been growing.

This growing significance does not only have tremendous effects on the

production of goods and delivery of services, it seems to have also redefined

the perception of the human capacity to be productive. McGregor (1991:25)

observes that “the discovery that people are, in their knowledge, skills and

abilities, a source of present and future productivity means that people are

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more than current charges against productivity, more than simply

operational cost to be minimized. It means that people are assets. They are,

in their persons, a kind of capital”. That capital is called human capital.

Utilizing other resources adequately lies on the availability of

significant human capital. Without it the other factors of production are of

no value. Their worth is embedded in the capacity of human capital to put

them to productive use. Likert (1974) in Ezeani (2002:1) asserts that:

all the activities of any enterprise are initiated and determined by the persons who make up that institution. Plants, offices, computers, automated equipments, and all else that a modern firm uses are unproductive except for human effort and direction.

Also in support of the notion of the indispensability of significant human

capital, Ofoegbu (1985:57) in Onah (2002:31) says that:

A firm can mobilize all its capital input and still be out of production. The decision to start capital mobilization is personnel management decision. The assemblage of the inanimate factors of production into a single, coherent and operational production system is a human act. Conceived by human genius and realized by human efforts.

Human efforts, human genius and direction are attributes of human capital.

It does not come easy. But when it is present, it yields dividends. Adam

Smith describes it as:

the acquired and useful abilities of the inhabitants or members of the society. The acquisition of such

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talents by maintenance of the acquirer during his education, study or apprenticeship, always cost a real price which is a capital fixed and realized, as it were, in his person. Those talents, as they make a part of his fortune, so do they likewise that of the society to which he belongs. The improved dexterity of a worker may be considered in the same light as a machine or instrument of trade which facilitates and abridges labour, and which though it costs a certain expense, repays that expense with profit.

However, the returns to investment in human capital may also be seen in

non-financial terms. Human capital – the productive capacity that is

embedded in people – has long been recognized as one of the most important

contributors to nations’ output and standard of living overtime (Bassi and

McMurrer, 2006:1). Evident in this statement is the fact that effective

service delivery is also an output of human capital.

The recognition of the contribution of human capital is an attribute of

the post industrial era, and has seen the rise in the demand of people and

employees with high knowledge and innovative skills for present and future

productivity. Knowledge and the learned capacity to accumulate and

manipulate new knowledge has become the coin of the post industrial realm

(McGregor, 1991:12). What this implies is that organizations and firms look

for people who have the knowledge and the innovative skills necessary for

improved performance. Such will enable them to achieve their objectives

and survive in changing times.

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The local government like all organizations has objectives it must

pursue. According to Okoli (1998:7), it is an instrument for effective and

efficient performance and delivery of government services and amenities at

the local level. But to perform effectively in a rapidly changing and complex

environment, and to improve the performance of its staff, the local

government must develop its stock of human capital. It should increase the

knowledge level of its workforce. After all, much of service delivery today

is becoming more knowledge oriented. Stoner, Freeman and Gilbert

(1995:614) have observed that one of the most important trends in operation

management today is the focus on increasing workforce literacy, knowledge

and skills that relate directly to job performance. These are what help to

guarantee the organization’s long term existence and relevance. Therefore

firms seek to optimize their workforce through comprehensive human

development programmes not only to achieve business goals but most

importantly to achieve a long term survival and sustainability (Marimuthu,

Arokiasamy and Ismail, 2009:265).

Human capital development in a more specific sense implies

transforming human capital from what it has been into a more productive

one-one which will enable the local government to justify its existence as the

level of government nearest to the grass-root by helping it to effectively

carry on service delivery to the people. Thus the actual concern of any

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human capital enterprise is that of optimizing personnel use to the extent that

inefficiencies can be removed, skills improved and applied judiciously so

that the well being of either the people or the enterprise in question can be

guaranteed (Ikejiani-Clark and Eze, 2009:194).

Now, there has been outcry about what has been regarded as the

“dismal performance of local government in Nigeria” (Ezeani, 2003:30).

Much of the problem borders on the “lack of qualified and motivated human

resources in the system” (Oguonu and Ikeanyibe, 2010: 162). Ultimately,

there is the need to develop the human capital employed and employable in

the local government system (LGS).

Education seems to enjoy the opinion of scholars as what makes the

difference in the development of human capital. The provision of formal

education is seen as a productive investment in human capital (Olaniyan and

Okemakinde, 2008:157). Son (2010:1) observes that education is deemed an

investment, equipping individuals with knowledge and skills that improve

their employability and productive capacities. Harbison (1971) in Ojo

(1986:73) equally asserts that education is a major generator of skills and

knowledge for the labour force.

However, of all levels of education, “university education is where the

highest skills of a community are imparted” (Audu, 1972:63). In other

words, it is seen as having the greatest potentials to ensure effective

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development of human capital for societal advancement and well-being. The

Organization for Economic Co-operation and Development (OECD)

(2007:5) points out that high- quality university education can of course,

bring enormous benefits to national economies by speeding the creation and

use of innovative technologies, and also make a significant contribution to

the national stock of human capital. In Mayhew (1978:198) it is observed

that the universities (in United States) perform wide range of functions

including contracting with local government for many different kinds of

services. One of such services no doubt includes the development of human

capital for the local government system. It is therefore against the backdrop

of the assumed role of the university and the situations of the operations of

the local government system in Nigeria that this study investigates the role

of the University of Nigeria Nsukka in human capital development for the

system.

1.2 STATEMENT OF THE PROBLEM

Human capital development has come to assume great significance

among issues concerning human resources. It is being assumed that the level

of the stock of human capital available to any society determines the level of

its economic, political and social well being. The society and its institutions

must grapple with the challenge of developing their stock. The local

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government system as an important institution of the society is therefore not

left out. It has to develop its human resources to enable it function optimally.

Human resources easily recognized as the most important of the resources

required for the production of goods and services are the key to rapid socio-

economic development and efficient service delivery (Onah, 2010:62).

However, the barriers to increased public employee productivity are legion

(Ott, Hyde & Shafritz, 1991:371). Because of this, organizations invest

many resources in the training and development of their employees

(Pennings, 2001:532).

Consequently, local government employees from the Eastern Zone of

Nigeria are being trained in the University of Nigeria Nsukka (Agalamanyi,

2002: 82). But the success of this venture has been called to question.

Ikejiani- Clark and Ezeh (2009:193) cites the prevailing contention that the

manner of development and subsequent utilization of human capital is at the

root of the incapacity of the local government system to live up to her

challenges. This assertion has cast doubts on the capacity of the UNN for

effective development of human capital for the local government. To clear

issues therefore this study will provide answers to the following research

questions.

(i) Does the University of Nigeria Nsukka lack the capacity for effective

development of human capital for the LGS?

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(ii) To what extent has the University of Nigeria contributed to human

capital development for the LGS? and

(iii) What factor(s) have hampered the University of Nigeria in developing

human capital for the LGS?

1.3 OBJECTIVES OF THE STUDY

Every good research work has objectives which it must attain. An

appraisal of the role of University of Nigeria Nsukka in human capital

development for the local government system has a lot to achieve as it is

brought to a logical conclusion. The objectives of the study are:

(i) To determine whether the University of Nigeria Nsukka has the

capacity for effective development of human capital for the LGS.

(ii) To ascertain the extent University of Nigeria has contributed to human

capital development for the LGS.

(iii) To identify the factor(s) that hampers the University of Nigeria

Nsukka in developing human capital for the LGS.

1.4 SIGNIFICANCE OF THE STUDY

In this post industrial era, tremendous emphasis is placed on human

capital. This is because of the recognition that people in their knowledge,

skills and abilities are a kind of capital which should even take precedence

over other forms of capital. Organizational entities can only function

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effectively and efficiently if the stock of human capital they posses are

significant. To this end, and in the face of changing times, it is assumed that

there is the need not only to ensure that quality human capital exists but to

ensure that they are constantly equipped and harness with new knowledge

and skills.

The significance of this study cannot be over-emphasized. A close

look will show that it has both theoretical and empirical significance.

Theoretically, the study is a significant complement to works already done

on the subject. It will add to the body of knowledge already accumulated on

the issues of human capital, human capital theory and human capital

development. By clarifying issues and facilitating understanding of a

concept that is almost just breaking out, it serves as a pedestal for further

research and inquiry.

Importantly, it contributes greatly to the quest to give a new direction

to a concept that has hitherto been almost only within the confines of

economic discourse. Human capital is a conception of economic scholars,

and has always revolved almost exclusively among them. This study makes

it a human recourse issue, which in due time should take a place in the

context of administration.

The theoretical significance is also seen when the theoretical

framework used is considered. This study makes further inputs to the

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increasing relevance of the theory in establishing the role education plays in

the accumulation of knowledge and skill, and in the optimization of

workforce performance.

On an empirical level, the study provides insight and understanding

into a practical issue. The work will be of interest to both the management of

the Nigeria LGS and the academia who are involved in developing human

capital for the LGS. From this work, the government might see greater

justification and reasons for expanding the Local Government Training

Programme (LGTP) in Nigerian universities.

1.5 SCOPE AND LIMITATION OF THE STUDY

This research focuses on human capital development for the LGS in

Nigeria. It looks at the role the university could play in the accumulation of

knowledge, skills and abilities for the system. Primarily, it focuses on the

role the University of Nigeria Nsukka plays in developing the employees

working in this system in the Eastern Zone of Nigeria. It should be noted

that the Federal Government established Local Government Training

Programmes at three Nigeria universities in 1979. That of the University of

Nigeria is closely attached to the Department of Public Administration and

Local Government. This study will focus specifically on appraising the role

of the academia of the department in this programme.

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The study faces some constraints which include the difficulty of

measuring the various variables employed in the research. The newness of

the subject as a human resource issue also limited the study in terms of

availability of relevant literature.

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CHAPTER TWO: LITERATURE REVIEW

2.1.1 Human Capital: An Emerging Concept

Among the trends and changes that are altering the competitive nature

of business and redefining human resources issues such as globalization,

technological advances, growing workforce diversity and changes in the

nature of work is “a growing emphasis on human capital” (Dessler,

2008:23). It is already a given that human resource is extremely important in

the quest of organizations to achieve their goals and objectives. It is also a

truism that on the human resource falls the duty of harnessing the non-

human resources for productive activities to take place. Onah (2005:112)

makes an important observation by saying that the critical processes of

determining goals, making investment choices, directing work effort on a

day-to-day basis, maintaining and servicing equipment and so on, fall

squarely on the personnel of an organization. The implication of this is that

human resources - the people who make up the organization – are the

backbone of any enterprise.

However, it has been observed in OECD (2007:1) that the world of

work has seen enormous changes over the past couple of decades; that today,

“knowledge workers” – a category covering everything from call – centre

workers to architects, teachers and financial employees – are increasingly

pivotal to economic success in developed countries. It states that “the

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potential for individuals and countries to benefit from this emerging

knowledge economy depends largely on their education, skills, talents and

abilities, that is, their human capital”.

The human capital is a departure from the traditional notion of human

resource. Unlike the meaning traditionally associated with the term labour,

human capital refers to the knowledge, expertise, and skills one accumulates

through education and training (Marinuthu, Arokiasamy and Ismail, 2009:

267). It is seen as “the knowledge, education, training, skills, and expertise

of a firm’s workers” (Crawford, 2003 cited in Dessler, 2008:11). It refers to

the stock of competences, knowledge and personality attributes embodied in

the ability to perform labour so as to produce economic value

(http://en.wikipedia.org/wiki/human-capital). According to Son (2010:2)

human capital refers to the ability and efficiency of people to transform raw

materials and capital into goods and services, and the consensus is that these

skills can be learned through the educational system. OECD (2007:2) gives

both a broad definition of human capital and a narrow one that conforms to

the idea of human capital in the business realm. Broadly, it defines it as a

combination of individual’s own inmate talents and abilities and the skills

and learning they acquire through education and training. Narrowly, human

capital is seen as workforce skills and talents directly relevant to the success

of a company or specific industry. On another hand, it is referred to again as

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“the technical skills and knowledge acquired by workers (Schiller, 2008:16).

But one other definition that is highly relevant to the subject at hand is “the

knowledge, skills, competencies and attributes embodied in individuals that

facilitate the creation of personal, social and economic well – being (Van

Damme, 2009:3).

Evident so far is the fact that human capital is not referred to as the

people in an organization; but rather as what they possess that make them

productive: it is the productive capability of labour, their capacity to be

productive. Also important to note is the fact that education and learning

have featured significantly in these definitions. The emphasis given to them

seems to underline their positions as holding tenets of the concept of human

capital.

The Origin of Human Capital Concept

The idea of human capital can be traced back at least as far as the

work of the 18th century Scottish economist Adam Smith, but it was only in

the late 1950s and 1960s that it began to emerge as an important economic

concept (OECD, 2007:2). As an economic concept, it is taken, as has already

been noted, that human capital yield economic value. Hence, human capital

seems to be solely associated with economic benefits. However, a close look

at the Van Damme (2009) definition will show it can also yield non –

economic benefits: it has further emerged as an agent of both personnel and

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social wellbeing. What this implies is that effective service delivery to the

public is positively related to adequate human capital.

The Novel Idea of Human Capital

Now, the whole idea of human capital emanates from the fact that the

acquisition of utilitarian skills, talents, knowledge, and the maintenance of

the acquirer during his/her education, study, or apprenticeship, always cost a

real expense, which is an investment in the person, hence such investment is

conceived a capital (Monimah, 2010:140). This shows the high point of the

concept of human capital. It tries to portray much of the evidence that shows

the uniqueness of human capital as an emerging concept. First, the human

person is conceived as an asset or capital which means that it can

accommodate investments. Second, Education is seen as an investment in

human capital (Schiller, 2008:16, Marimuthu, Arokiasamy & Ismail, 2009:

267, etc). Cole (1988:S100) made an important contribution to this discourse

when he opines that probably the most important and most original

development in the economics of education in the past 30 years has been the

idea that the concept of physical capital as embodied in tools, machines, and

other productive equipment can be extended to include human capital as

well. This notion that the human aspect in the production and service

delivery process is equally a capital is novel. It is even more so when that

capital is the knowledge, skills and ability embedded in the individual.

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The Strategic Nature of Human Capital

Literature has portrayed the strategic nature of the concept of human

capital which in no small way distinguishes it as a concept of the present.

According to McGregor (1991:3) the emerging strategic significance of

human capital has become obvious in all economically advanced nations of

the world and appears to have gained recognition in less advanced countries

as well. Western Cape Education Department (2007:7) asserts that human

capital is about creating a competitive edge among the people. Hershberg

(1996:3) observes that human capital is becoming “the comparative

advantage of the future” for most countries. The argument is that people are

a strategic resource in the post – industrial organizations and should be

approached strategically.

This strategic tone has spilled over to the management of human

resources. Thomas (2005:18) admits the newness of human capital

management (HCM) as a business concept which is becoming familiar

among human resource (HR) practitioners. He observes that as an approach

to people management, HCM focuses on the factors that really predict and

affect the long – term success of the business; and treats the management of

people as a strategic matter – rather than an operational concern best left to

HR people. Consequently, he outlines the following three critical aspects of

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HCM that make it both a challenge and opportunity for HR. First, the word

‘capital’ emphasis the role HCM’s supporters want it to play in investment

decisions. They see HCM company reports as highly relevant to institutional

investors, offering information that should predict future performance.

Second, HCM recognizes that while people are the key resource, they are far

from fixed or inertia. Third, is the concern to measure and report and be

transparent. They should include information on the size and composition of

the workforce; retention and motivation of employees; the skills and

competences necessary for success and training to achieve these.

The Intangible against the Tangible

At this point, it is pertinent to explore the intangible nature of human

capital in more dept. McGregor (1991: 26) observes that unlike non-human

capital such as land, buildings, and financial assets, human capital is

embodied in people. Bassi and McMurrer (2006:1) describe it as “the

productive capacity that is embedded in people”. Stroombergen, Rose &

Nana (2002:3) argue that it is embodied in the individual. Van Damme

(2009:3) definition of human capital reflects its embodiment in the people. It

is seen by Stoner, Freeman and Gilbert (1995:614) as “an organization’s

investment in the training and development of its members. And Ederer,

Schuler and Willms (2007:5) even talk about human capital endorsement as

measuring the cost of all types of education and training per person active in

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the labour force. The fact is that human capital is not seen from just the

number of available workers. It is rather defined by what they possess: the

skills, competences, knowledge and abilities. The implication of this is

obvious. Without relevant and quality human capital, production may stall

even though people may be fully employed in positions of tasks, duties and

responsibilities.

Human capital as a human recourse issue

However, in what can be regarded as an attempt to bridge theory and

practice, and bring down the concept of human capital to a practicable

realm, US Office of Personnel Management (1999:1) opines that “an

organization’s employees are its human capital”. It further argues that it is “a

term more useful than “human resources” because it allows us to consider

employees as assets rather than as resources that are to be consumed”.

Observable here is that the investment posture of the concept is still

maintained. It still supports the fact that whatever is spent in the

development and improvement of the employees, human capital or human

resources is no longer seen as an extra unwanted cost borne by the

organization but as an investment. It maintains that that cost will yield

benefits in terms of increased employee performance and productivity for

the organization, and higher earnings, and satisfaction for the individual. Son

(2010:2) supports this saying that human capital is considered the

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component of education that contributes to an individual’s labour

productivity and earnings while being an important component of firm

production. The switch to knowledge work as the economy’s growth area

and the large-scale movement to new technologies mean above all that

productivity will increasingly be determined by the knowledge and skill that

workers put into their task (Drucker, 1986:164). Investments in employees’

education should therefore lead to increase in knowledge, skills and abilities

(KSAs) and tantamount to greater firm productivity. It is “only with highly

skilled staff – human capital- do organizations have the opportunity to thrive

in an era in which work tends to be complex, customized, and rapidly

changing” (Berman et al, 2006:59).

2.1.2 The Importance of Human Capital Development

No matter the amount of material and financial resources available to

an organization or government, it is the caliber and character of its workers

that will determine the extent these other resources will be used to achieve

the goals and objectives of the organization (Nnadozie, 2002:91). This

implies that all other resources be it land, building, finance, equipment and

raw materials and other capitals become useful when they are acted on by

quality human capital. The level of human capital available to any

organization will determine how well they perform and survive in changing

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times. If they have high level human capital, it is expected then that their

goals and objectives will be better achieved. But if the level is low, it would

impede their productivity and performance. This is principally why training

and development of existing employees has come to assume a prominent

position in the schedule of personnel managers (Onyishi; 2002:24).

But in the past, it was not always seen this way. The theories and

practices of management in the initial stage dwelt more on the technology of

work and the work place (Onah, 2010:24) than on the people who make up

the organization. Even in the UK, “employee development has traditionally

been seen as a cost rather than an investment” (Torrington and Hall, 1998:

403). However, “in a survey of Fortune 1000 corporations in USA (Lawler

et al, 2003), two-thirds agreed that HR expenditures are now viewed as a

strategic investment rather than simply an overhead cost to be minimized”

(Fubara, 2007:1).

Human capital or human resource development according to Bedeian

(1989:369) is the process of developing an individual’s skills, knowledge

and abilities so as to improve present and future performance (Okeke,

2003:150). Monimah (2010:141) on his own conceives human capital

development as the totality of efforts or activities geared towards making the

human person useful to him/herself, and the society at large. He further

observes that it involves the provision of formal and non- formal education

27

that would broaden the minds of the individuals and acquaint them with

various utilitarian skills to enhance their expertise in different fields of

human endeavour. It all has to do with a concept called human capital, or the

education, skill levels, and problem – solving abilities that will enable an

individual to be a productive worker in the global economy of the twenty –

first century (Hershberg, 1996). Human capital development definitions

emphasize the equipping and preparing of individuals and employees for

future roles and responsibilities, which also imply career and professional

development.

The essential nature and significance of human capital development

are seen in the concept of human capital and its investments. The concept

makes it easier to see the need to ‘invest’ in and ‘develop’ people as an

asset, much as we invest in other types of assets (OPM, 1999:2). Human

capital is developed through investments made in people. Education is one

of such investments. Tracing a direct relationship between education and

human capital development, Olaniyan and Okemakinde (2008:157) aver

that education can be used to develop the human resources necessary for

economic and social transformation. OCED (2007:4) supports this assertion;

it states that “the years of formal education are crucial to human capital

formation and to ensuring that young people develop the skills and

knowledge that will enable them to earn a living in later life”. This is given

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the fact that the development of individual human capital is intertwined with

the collective development of knowledge (Strombergen, Rose & Nana,

2002:3).

The Benefits of Human Capital Development

The rewards and importance of human capital development is

elucidated in the literature. The rewards of this development accrue to the

employee personally; to the organization he works in and to the society on

the long run. Looking at the society, Van Damme (2009:6) declares that if

countries want to overcome the economic crises and to remain competitive

in the future, they will have to invest in human capital. This statement came

on the heels of the devastating economic meltdown and credit crunch that

left many nations grasping for economic survival. Hershberg (1996) agrees

to this assertion while reviewing arguments for why highly developed

human capital will be the source of comparative advantage in the twenty –

first century global economy.

To say simply that human capital development plays a role in the

socio-economic and political life of a nation is an understatement. Son

(2010:1) avers that the accumulation of human capital is an important

contributor to economic growth. In essence, human capital development

contributes to the wellbeing and all round development of the society. It has

been observed that the accumulation of this very important capital is at the

29

bottom of the different levels of standards of living and socio-economic

development seen among nations. Ederer, Schuler and Willms (2007:5) give

strong support to this notion when they state that “the countries of Central

and Eastern Europe lag (behind) Western Europe considerably in human

capital acquisition or deployment and even worse – given Central and

Eastern Europe’s stagnation in these areas - that gap stands to widen over

time” and because of this, “for the countries that scored poorly – namely,

Bulgaria, Croatia and Poland – there is a realistic chance of being stuck in

relative poverty to the European average – since no other resources but

human capital can lift them out of the situation they are in today”. Much of

this should also be true for many developing countries, especially Nigeria

which also has not demonstrated serious commitment to human capital

development since its independence in 1960 (Monimah, 2010:139). For

them the challenge of human capital development is even greater. Among

other measures, Hick (1972:69) posits that a developing country must

develop the countries resources and educate its people on a mass scale to

overcome poverty, eliminate ignorance and combat diseases.

Further review of the Literature shows the import of human capital

development and accumulation to firms and organizations. In Torrington,

Hall and Taylor (2005:16), it is observed that our contemporary business and

work environment is getting more competitive. Firms and organizations

30

which previously existed and operated alone now face stiff competitions all

around. The implication is that organizations or firms could easily go under

and become irrelevant in the face of these competitions. Because of this,

practices continually have to be developed which would have the effect of

enhancing an organization’s competitive position; these practices would

ensure that the organization remains competitive both in terms of its cost

base and in terms of its workforce. According to Bassi and McMurrer

(2006:1) the future competitive advantage of both firms and individuals in

high – wage, developed nations will depend upon superior human capital

management and development. These should be strategic and result –

oriented. Well designed human capital management systems should

continually improve the workforce by hiring those with the greatest potential

to be effective, providing career – long professional development, rewarding

effective performers, improving average performance, and improving (or

ultimately removing) low performers. (SMHC, 2009:6). In other words,

according to Marimuthu, Arokiasamy and Ismail (2009:265), to develop a

competitive advantage, it is important that firms truly leverage on the

workforce as a competitive weapon. They state that to accomplish this

undertaking, firms will need to invest resources to ensure that employees

have the knowledge, skills, and competencies they need to work effectively

in a rapidly changing and complex environment. Employee skills,

31

knowledge, and competencies are among the most distinctive and renewable

resources upon which a company stands to gain sustainable differentiation

(Fubara, 2007:1). They are renewable because organizations can always

augment, develop and change them. Therefore, organizations should

endeavour to see that the stock of human capital at their disposal are

continually developed and placed in a position of constant relevance to the

their strategic goals.

Emphasis is equally paid in the literature to the fact that organizations

have to recruit employees with the potentials and special endowments that

would see them achieve competitive advantage. Fubara (2007) succinctly

puts this when he points out that firms can therefore create a competitive

advantage when they hire and develop human resources that are valuable,

rare, inimitable and organized. To buttress this point further, he observes

that essentially, people are sources of competitive advantages when:

They create value through reduction of cost or provision of unique

attributes.

Their skills, knowledge and abilities are not equally available to all

competitors.

Their capabilities and contributions cannot be easily copied by others,

and

32

Their talents can easily be combined together and rapidly deployed to

work on new assignments at a short notice.

Further review of literature portrays great benefits of human capital

development to the individual. At the micro level, human capital is

considered the component of education that contributes to an individual’s

labour productivity and earnings while being an important component of

firm production (Son, 2010:2). He further opines that skills learned in the

educational system should be used by firms in the production of goods and

services so that workers will be paid wages commensurate with their

productivity. Without this link the economy will not reap investments in

education through higher productivity and educated workers will not see the

returns from their education reflected in their wages. So the subsequent

development of human capital through investment in education, training or

even health accrues benefits such as increased earning to the individuals

even as it leads to increased productivity in the firm. In its own, education as

an investment in human capital increases the probability of an individual

being employed in the labour market and increases their ability to earn

(Schiller, 2008:16, Son, 2010:1, Olaniyan and Okemakinde, 2008).

In another sense, human capital development is not only desirable

because of its contributions to organizational productivity and individual

earnings; it is also desirable as a goal in itself. To Son (2010), human capital

33

development is important for development for its intrinsic value as a

development goal in its own right, not only because of its instrumental

value. This entails that human capital development is an integral part of the

overall quest for human development in any society. The concept of human

development is a positive deviation from the traditional view of

development in terms of per capita income and the rate of national economic

growth. According to Onah (2010:15), “development is (now) conceived as

a state of human well-being rather than as the state of the national

economy”. Human capital development fortifies and equips the individual

with those values, knowledge, skills and abilities that bring out his worth as

a human person; guarantee his self-esteem and respect and make him a

productive member of the society.

Further review of the literature reveals that failure to carry on

effective development of human capital has attendant repercussions. While

analyzing the human capital development challenges facing America,

Hershberg (1996:1) paints a gloomy picture of what could be obtainable if

America should fail to meet the challenge:

If we fail, we will leave our children and grandchildren a legacy not merely of economic uncompetitiveness and a much lower standard of living, but a seriously diminished quality - of – life stemming from an enormous gap between a minority of haves and a majority of have – nots

34

that will undermine the basis of civil society and our democracy.

It is because of this that societies should strive continuously to develop their

pool of human capital. Thus, the continued ability of nations, firms and

individual employees to enjoy high wages and high profit increasingly

depends on the efficiency of policies and practices – both public and private

– that promote skill development and the optimization of human capital

(Bassi and McMurer, 2006).

2.1.3 Methods of Human Capital Development

Human resources or staff development refers to both the training and

the education of an organization’s staff as well as the career development of

each staff (Olowu and Adamolekun 2002:99). This is not far from what

human capital development is all about. It has also been said that education

and training are investments in human capital. Through education and

training, employees become better qualified for positions and functions

within the organization. For this reason, organizations would have to make

these investments to ensure the development of human capital at their

disposals.

There are many methods which can be employed in the development

of human capital. They include on- the- job and off – the –job training,

vestibule school, special courses (Agalamanyi, 2002:81), technical or

35

operative training, and supervisory training (Unamaka and Ewurum,

1995:162).

On – the- Job Training:

According to Okeke (2003:151) this type training is given in the

normal work situation and the trainees use the actual tools, equipments,

documents or materials which they will use when fully trained. He further

states that the trainees are regarded as partly productive workers from the

time their training begins. Ezeani (2006:341) observes that it is perhaps the

commonest and the oldest method of training. To him, it is the method by

which employees (especially new employees) are trained on the job usually

by assigning them to experienced supervisor(s) or senior co-workers. The

idea is that in the course of carrying out his routine assignments, the trainee

learns by observing the supervisor or co-worker and working with the actual

equipment or materials that will be used when the training is completed. For

Unamka and Ewurum (1995:42), the employee having been placed on his

new job is, in effect, subjected to close and intensive supervision. The

supervisor must be a master at the job if the training is to be meaningful and

effective. By observation and practice, the trainee becomes gradually

grounded in the skills and knowledge which his new job demands. Indeed, in

36

course of developing the skills of the individual, knowledge and abilities

required for success in the occupation are also taught (Olaitan, 1995:173).

Agalamanyi (2002:81) enumerated advantages of on- the- job method.

They are:

(i) It is less costly than the other methods which can be collectively termed

as off – the – job training;

(ii) Learning take place on the equipment which will be actually used when

the trainees are proficient; transfer of learning problems is minimized;

(iii) The trainees are in the working environment from the beginning; they

do not have to adjust to it after the rather sheltered conditions of off – the

– job training.

The major disadvantage according to Unamka and Ewurum (1995:162) is

that during the training period the production of the unit where the training

takes place slackens.

Off – the – Job Training.

Just as the name implies, off – the – Job training method means that

the trainees will leave their duty posts/ offices to attend a course for a certain

period of time (Agalamanyi 2002:82). He also opines that it might be an

outright programme in an institution of learning and reports that it is under

the method that local government employees in Nigeria are being trained at

the three universities designated for training local government employees.

37

Some of the methods that are not strictly confined to on – the – job are

accommodated under the – off – the – job method.

Vestibule Training:

This is used to describe training in a classroom for skilled production

as well as clerical jobs, it is said to be the best method in situations calling

for large number of trainees to be trained at the same time in a similar job

(Udeze, 2000:104). Most times it takes place in the classroom. Udeze

(2000:105) is of the opinion that certain aspects of nearly all jobs can be

learned better in the classroom than on – the – job. Being off- the- job in

character, it seems to place more emphasis on learning than on production.

What is clear however is that it might not interfere with the normal

production process as is the case in on – the – Job method.

Special Courses

Included in this category are the OND and the ADP programmes

being offered in some designated institutions for training local government

officials such as the University of Nigeria, Nsukka; Ahmadu Bello

University, Zaria, and Obafemi Awolowo University, Ile – Ife (Ezeani,

2002:108). What can be noted here is that it is a classic example of off – the

– job method.

38

Apprenticeship

This is about the oldest training method adopted in machine shops and

other technical operations though it usually combines on – the – job training

as well as regular instruction (Udeze, 2002:104). However, (Ezeani, 2002:

109) opines that apprenticeship programme tend towards more education

than on – the- job training, in that knowledge and skills in doing a craft or a

series of related jobs are involved. Unamka and Ewurum (1995:163) give

more description by saying that:

The apprenticeship system, which is a way of developing skilled craftsmen, originated from the craft guild system of the middle ages … Under this scheme, the worker or apprentice learns from a specialist or craftsman by observation and imitation … Sometimes, training may be supplemented by formal classroom instruction. This type of training is not usually employed by large businesses. It is common among small businesses particularly the sole proprietorship type.

Supervisory Training

According to Unamka and Ewurum (1995:164) this type or method is

exclusively meant for supervisors. They argue that supervisory training is

important in that it helps to enhance supervisor’s skills and technical

knowledge as well as improve their general performance.

39

Training programmes may be conducted internally or externally. They

may take the form of undergoing courses in the skills and knowledge of a

special kind or of a general nature.

2.1.4 The University and Human Capital Development Nexus

The mind has always been more important for economic development

than matter (Shapiro, 1998:261). This is just another way of saying that

human capital expressed in knowledge, skills and abilities is more important

than other capitals. A closer look at literature shows that there is no other

place the mind receives it greatest nurture and improvement than in the

university. As the habitat of the best and the brightest in the society, the

universities are and remain the custodies of knowledge of not only the

secrets of what holds society together but also of ways and means of

transcending the existential conditions of society in a bid to ameliorate the

suffering and privations of the masses (Oyebode, 2008). Much of the

literature reviewed show that a very positive relationship exists between the

university and the development of human capital. Human capital

development entails the change and transformation of human resources for

greater productivity. Just as physical capital is created by changes in

materials to form tools that facilitate production, human capital is created by

changes in persons that bring about skills and capacities that make them to

40

act in new ways (Cole, 1988:S100). Part of the role the university is

expected to play is to initiate, engineer and facilitate this change. Maduga

(1997:3) upholds this opinion while enumerating the objectives of university

education. They include not only the “acquisition, development and

inculcation of the proper value – orientation for the survival of the individual

and society” but also “the acquisitions of both physical and intellectual skills

which enable individuals develop into useful members of the society”.

Universities have been described as “learning institutions offering

programmes that meet the needs of individuals, employees and industries”

(Wong, 2001:5). The university is seen as an initiator and facilitator of

positive changes in the human production capabilities because of its position

as a “repository of high level intellect, and know – how (Oyebode, 2010).

The university is seen as a hotbed of ideas, initiative, intellect, and values.

Implicit in these statements also is the role of the university in enhancing

knowledge and skills for national development. In an effort to depict the

growing relevance of the university, Daniel Bell, quoted in Ridgeway

(1970:206) summarizes the role of the university as a leading propagator of

knowledge thus:

The university, which is a place where theoretical knowledge is sought, tested and codified in a disinterested way, becomes the primary institution of the new society. Perhaps it is not too much to say that if the business firm was the key of the past

41

one hundred years because of its role in organizing production for the mass creation of products, the university will become the central institution of the next hundred years because of its role as the new source of innovation and knowledge.

The import of this statement can hardly be overemphasized. It establishes

the university as the main builder of human capital, and puts man at the

centre of societal progress since man is invariably the embodiment of

innovation and knowledge.

The fact that the university plays a significant part in human capital

formation and development seems undeniable. Already, the people see

higher education and especially university education as the key to their

development in their social, economic and political survival (Ekong,

1982:4). Hicks (1972:61) observes that in most developed countries,

university education is offered in a mass scale, with the purpose of turning

out highly educated and highly skilled men and women who can supply the

variety of expertise needed for economic take off and social progress. And in

a bid to see this extended to the less developed ones, Audu (1972:62) posits

that university education is a necessity in a developing country which is

determined to ride itself of poverty, ignorance and disease and take its

rightful place among developed countries in the shortest time possible.

Among its multiple purposes is “reaching excellence in diversity by building

up a capacity to respond to a range of social needs in a sustainable manner”

42

(Ufert, 2011:2). It can do this because of its endowment for capacity

building and ability to facilitate technological know how.

One of the ways through which universities develop human capital is

its involvement in the pursuit of knowledge through organized research

(Audu, 1972: 63). Purpose – driven research forms the bedrock for even

development and productive activities. Through such research, individuals

are equipped with the knowledge and ideas necessary to impart on the life of

the people and the wellbeing of the society.

Importantly, the University of Nigeria has been observed to have

played a part in human capital development for the LGS. Citing a study

conducted by Obi (1998), Agalamanyi (2002:83-84) revealed that a total of

1595 local government workers within the Eastern Zone of the country were

trained for various diplomas and degrees at the Sub – Department of Public

Administration and Local Government of the University of Nigeria between

1993 to 1998. There were made up of 1046 men and 549 women. This goes

a long way to show a nexus between human capital development and the

University of Nigeria Nsukka.

However, there is a growing concern that Nigeria universities as a

whole have not really played their role in the overall human capital

development and formation. According to Malogo (2010:44), “all over the

world, public universities remain the bedrock of intellectual fortress and

43

therefore a huge development trigger. But Nigeria is not in the train, it is not

moving with the rest of the world”.

This entails that Nigerian universities have not operated in a way that

would ensure the development of human capital necessary to push the nation

towards development, technological and otherwise. This could eventually

explain why there is “no Nigerian university in the top 5000 in the world”

(Ileh, 2010:13).

One of the issues advanced as the cause of this malaise is that

Nigerian universities are “broke financially, and their academic staff are

forced to complain bitterly of lack of equipment, materials and teaching

aids” (Omolayole, 1982:34). However, the trend has continued despite

positive advances in many other countries. Oxford University’s endowment

alone stands at $6.8 billion; Harvard’s is about $35 billion while Princeton’s

is $ 14.8 billion (Malogo, 2010:14). The same source goes ahead to state that

China is pouring more than $4 billion into its top research schools;

Singapore spends 2.6% of its GDP on universities alone while Qatar is

putting $1.5 billion a year on scientific education and research; but in

Nigeria, out of the 2011 Appropriation Bill of N4.225 trillion, only N35

billion is stipulated for capital project in the whole education sector

(Vanguard Online, 2011:1). This is a far cry from what is obtainable in these

other countries. The inability of Nigerian government to strengthen the

44

universities for effective human capital development could be detrimental to

the people including those at the grass root who look on the local

government system for certain services. These services would not be

delivered effectively without adequate human capital. There must be

positive changes in the human aspect. This is what is meant by the fact that

“change is imperative in a developing country” (Biobaku, 1972:68). But it is

illusory to expect fundamental changes in the society without taking the

universities into account (Oyebode, 2010). Audu (1972:64) states bleakly

that “it is a poor country whose university scholars do not bring their

attention and their talents, their integrity and their courage to bear on the

articulation and promotion of public interest”.

Nevertheless, much as Nigeria Universities have not played their

expected part in human capital development, evidence from literature

supports a nexus between the university and the development of human

capital.

2.1.5 Human Capital and Local Government System

One of the outstanding truisms about formal organizations is that the

human resource is the king – pin around which spin other resources

(Onyishi, 2002:21). From this, it is evident that the human aspect of any

organization is fundamental to its life and function, and that it represents the

45

most important resource that can ever be available to the organization.

Human resources or capital is invariably a great contributor to the efficiency

and the effectiveness of any organization in the pursuit of its goals and

objectives. There is no doubt whatsoever that the ability of any organization

or society to achieve its goals depends to a large extent on the caliber,

organization and motivation of its human resources.

The local government system like any organization has goals it has set

to attain. It has roles it is expected to perform for the society. It has to

“provide essential services to compliment the services of the higher tier of

government” (Ozor, 2003:117). By doing this, it helps to better the life of

the people. In the struggle to uplift the living conditions of the masses, the

role of local governments in Nigeria is now broadened with the recognition

of local government as third tier of government, with constitutionally

assigned responsibilities (Agalamanyi, 2002:79). The implication is that this

recognition places the local government system in Nigeria in a position

where the way it renders its services could make or mar the chances of a

progressive society.

Local government is a term that have been approached or defined

differently. This difference is dependent “on the orientation and experience

of its user” (Adeyemo, 2005:77). For instance, according to Ozor (2003:17)

the United Nations Office of Public Administration defines local

46

government as a political sub – division of a nation or (in a federal system)

state which is constituted by law and has substantial control of local affairs,

including the powers to impose taxes or to exert labour for prescribed

purposes. This definition lays emphasis on the legal authority and

constitution of the local government. Ugoh and Ukpere (2009:337) define it

as “a level of government with assigned legislative and executive powers to

execute and make policies covering a particular local government area.”

Emezi (1984) in Adeyemo (2005:77) on the other hand perceives local

government as a “system of local government administration under local

communities that are organized to maintain law and order, provide some

limited range of social amenities, and encourage cooperation and

participation of inhabitants towards the improvement of their conditions of

living. It provides the community with formal organizational framework

which enables them to conduct their affairs effectively for the general good”.

From the definitions, it is observable that Emezi’s considers local

government as an institution of service delivery in the local level. Local

government operations are here seen as a veritable mechanism for societal

development. The idea was also reflected in the objectives of the local

government as drawn by the Local Government Reforms, in 1976:

47

(a) To make appropriate services and development activities responsive to

local wishes and initiatives by devolving or delegating them to local

representative bodies;

(b) To facilitate the exercise of democratic self government closer to the

local level of our society, and to encourage initiative and leadership

potential;

(c) To mobilize human and material resources through the involvement of

members of the public in their local development;

(d) To provide a two – way channel of communication between local

communities and government (both federal and state governments)

(Adeyemo, 2005:78).

How well government works depends fundamentally on the quality of

public employees and on how completely their talents and energies are put

to use. Dresang (2002:1) points out that “government is a labour – intensive

enterprise. Public agencies provide services, enforce laws and regulations,

and solve problems. All these activities require human resources”. The

implication is that for it to be able to achieve these objectives, the local

government system must address the issue of human resources. Mukoro

(2009:222) admits that it must have not only the financial but also the human

resources to enable it to conduct its functions efficiently. However, in

Nigeria, a lot of problems challenge the effective performance of assigned

48

functions of the LGS; some of these problems border on paucity of funds

and lack of qualified and motivated human resources in the system (Oguonu

and Ikeanyibe, 2010: 162).

Again, according to Obi (2002: 47), “Local Government being a third

tier government at the grass root level has continued to expand in size and

functions. This consequently implies that its human resources must keep

pace with its rate of expansion. This could only be achieved by constantly

making sure that available manpower resources are in tune with the

changing requirements in relation to the organizational goals and

objectives”. The import is that the local government system should invest in

the available human capital – through education and training – and through

that facilitate and encourage the development of their employees and staff. A

development like this will ensure that the system is prepared for all

eventualities given the fact that organizations such as “the local government

exist in environments that are dynamic to various degrees” (Elekwa,

2002:61).

2.1.6 Education, Off – The - Job Training and Employee Performance

There is a general understanding that “thinking and acting strategically

about human capital development and management is the lifeblood of most

high – performing businesses and organizations. This commitment reflects

49

an understanding that an organization’s success is defined in large part by

the performance of its employees” (Wurtzel and Curtis, 2008:1). The skill

requirement of jobs in our increasingly business oriented and emerging

industrial society are constantly increasing as a result of technological

development (Nwangwu 2002:204).For an organization to be successful or

effective, it must have employees with the necessary knowledge, skills and

abilities with which to carry out the biddings of that organization. It does not

end there; the organization must have at every point in time the right caliber

of employees to ensure its survival and to maintain its relevance in a world

of stiff competition and change.

In Olaniyan and Okemakinde (2008:160), it is observed that educated

people would be more adaptable to varying production needs. This implies

that they would be open to subtle applications and the use of new technology

in the workplace. It also entails that the employee would be able to adapt

quickly and smoothly to changes in the workplace and react satisfactory to

the demands of changing environments. However, from these assertions, one

can deduce the fact that organizations must ensure the acquisition of

knowledge, skills and abilities amongst their employees. In other words,

they must ensure the effective development of human capital. Son (2010:20)

has stated that “human capital denotes the skills of the labour force, how

well and efficient workers can transform raw materials and capital into

50

goods and services”. However, he also states that these skills – such as

literacy, numeracy, cognitive and analytical skills – can be learned and

honed through education; thus, any discussion of human capital has to touch

upon education. Based on this, education has emerged as a major investment

for human capital development. By leading to the acquisition or knowledge

and skills, it has the capacity to strengthen and improve employee

performance. It can also be adjudged that it would not only make the

difference in organizational productivity, but in the quest for national and

societal development as well.

Many authors and scholars have posited that education is a paramount

investment in human capital. But before exploring the notion deeper, it

would be pertinent to review more literature on the meaning and purpose of

education. According to Unamka and Ewurum (1995:160), education

involves the art of acquiring broad knowledge and sound reasoning or

logical procedures. It is defined as learning acquired through formal or

informal processes (Okore, 2002: 266). Cole (2002:330) observes that

education will be taken to mean any long term learning activity aimed at

preparing individuals for a variety of roles in society: as citizens, workers

and members of family groups. In the words of Mgbada (2007:70),

“education entails the developments of the cognitive, effective and the

psychomotor abilities of an individual to enable him function effectively and

51

happily in the society. Education helps the individual to maximize his

mental, emotional and physical capacities which will be beneficial to him

and the society to which he belongs.” It takes place mainly in schools,

colleges and universities and furnishes graduates with the knowledge and

skills necessary to carry out productive activities.

But now, how is education an investment in human capital? “Items

purchased currently that produce benefits in the future are defined as

“investments” by economists … Education produces monetary and, perhaps,

non monetary benefits and qualifies as investment in human capital”

(Taubman & Wales, 1974:25). If people are paid for the knowledge and

skills they acquire through education, then, whatever they have spent in the

acquisition of such knowledge and skills is an investment that have yielded

further benefits. In this way, education becomes an investment in knowledge

and skills.

As an investment made by individuals, education gives them benefits

in terms of employability, increased earning and social prestige. However it

also has benefits which accrue to the society as a whole. Many scholars

agree that education generates positive externalities to the society.

Externalities in this sense means that education produces consequences and

effects that are secondary to the main aim of acquiring it. According to

Olaniyan and Okemakinde (2008:160) education “plays a great and

52

significant role in the economy of a nation” and as a form of investment,

augments individuals’ human capital and leads to greater output for society.

They assert that countries such as Hong Kong, Korea, Singapore, and

Taiwan have achieved unprecedented rates of economic growth while

making large investments in education Olaniyan and Okemakinde (2008:58).

In another hand, Schiller (2008:17) observes that in addition to providing a

return to the individual, investment in education results in spillovers that

benefits others who work with or near individuals who have made the

investment. These spillovers could mean that “persons with greater skills

may raise the productivity of others with whom they interact, so

accumulation of human capital may increase total factor productivity in an

economy” (Schuller, 2007:3). It means in essence that the society would

gain more from a more educated labour force or populace than from a less

educated one. Aware of this connection, “educators, state and local

governments and businesses around the country are making efforts to

increase the educational attainment of their local workforces, especially the

number of college graduates (Schiller, 2008:16).

Employees of the Nigeria Local Government system are being trained

off – the – job at three designated Nigerian universities (Agalamanyi,

2002:82). Off – the – job training involves the trainees leaving their places

of work or duty posts to attend course(s) for a given period of time. It could

53

be under apprenticeship or programme in an institution of learning (Okeke,

2003:151). The essence of this is to develop high level human capital for the

local government system. The trainees are provided with a level of education

that increases inherited (and acquired) skill levels by developing a person’s

cognitive and / or affective attainment levels (Taubman & Wales, 1974:25).

It is meant to increase the performance of local government employees in

the overall quest to achieve the general objectives of the system.

Literature shows up the knotty issue of measuring variables such as

human capital and performance or productivity and how educational realities

are used to rescue it. Performance is a measure of the result achieved; it is an

abstract concept and must be represented by concrete, measurable

phenomena or events in order to be measured.

(http://.wikipedia.org/wiki/performance_improvement). In other words, it is

not always easy to measure performance. In fact, it is not always possible to

measure performance before recruitment in order to ascertain where the

would – be – employee falls into. Taubman and Wales(1974: 30) opine that

employers could not let employees take the jobs they wanted, and then pay

them by performance, but must do some sorting to match person’s and jobs.

But, in another hand, this sorting is only possible when human capital is

measurable. The OECD (2009:4) asserts that human capital can be measured

in educational attainment and qualification. Consequently, “firms do not

54

have to know that, on the average, college graduates are better; they must

merely believe this to be so. Even if education added nothing to a person’s

talents, the fact that it correlates with mental ability would mean that

education is an indicator of skills” (Taubman and Wales, 1974:30).

Underlined in these statements is the fact that the more educated a person is

the more likely he is to deliver in his or her workplace. The time and

resources spent in learning becomes an investment from which the firm or

organization would reap from. It is through this learning experience that a

relatively permanent change can be brought about in the behaviour of the

individual employee and subsequently in an organization (Agu, 2002:128.)

However, education has to be planned conscientiously to ensure that it

achieves the most as an investment in human capital. Educational planning

is related to human capital development (Olutola, 1986:26). This

relationship implies that a well planned and trained education system will

lead to effective and strategic human capital development in public

education. Connected to this is the proposition of “achieving the alignment

or coherence of the practices through collaborative processes focused on the

two critical aspects of strategic management of human capital – talent

acquisition and strategic development and management of talent (Odden and

Kelly, 2008:30). Ojo (1986:79) agrees that Nigeria needs to and can

accelerate its pace of manpower development through effective planning and

55

better coordination of the programmes aimed at expanding the various types

of education. Salvaging the education system lies with the adoption of

wholesome strategies for effective accumulation and development of human

capital. And “as with all human capital development strategies, the key lies

in ensuring that the education system is positioned to deliver knowledgeable,

skilled, critical and flexible young people who can take advantage of future

opportunities but who will also be able to adapt, manage and transcend

future challenges (WCED, 2006:11). A situation like this will lead to greater

employee performance in the local government system and consequently to

greater service delivery to the people at the grassroots.

2.1.7 Gap in Literature

Much gap in literature is seen when human capital is considered as a

purely human resource issue. Not much is portrayed in the literature to that

effect. In fact, very few literatures especially from the western world tried to

align it with organization’s human resource management. Largely, it is seen

as an economic reality sharing the same relevance with physical capitals in

the production process.

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2.2 STUDY AREA

2.2.1 Historical Development of the University of Nigeria Nsukka

A law to establish a university in the Eastern Region was passed by

the Eastern Nigeria Legislature in 1955. The enactment of this legislation

was in fact the culmination of many years of thought and discussion by

several Nigerian leaders, inspired particularly by Dr. Nnamdi Azikiwe, the

then Premier of the Eastern Region. A team of advisers from both the United

States of America and the United Kingdom was invited to help in the

planning of the proposed university, physically and academically. Under the

joint auspices of the Inter – University Council for Higher Education

Overseas and the International Co-operation Administration (now the United

States Agency for International Development), Mr. J.N Cook, Vice –

Chancellor of the University of Exeter, Dr. John A. Hannah, President of

Michigan State University and Dr. Glen L. Taggart, Dean of International

Programmes at the same University came to Nigeria in 1958.

On the 30th of November 1959, the result of the survey and extensive

investigations conducted by the team was published in a white paper by the

Nigerian Government. In April 1959, a Provisional Council was appointed

and vested with the financial and administrative powers necessary to build

the university. The University was formally opened on the 7th of October,

1960, while the Federation of Nigeria was celebrating her independence and

57

the attainment of her full sovereignty on 1st October of the same year. Her

Royal Highness, Princess Alexandria of Kent, representing Her Majesty,

Queen Elizabeth II at the Nigerian Independence celebrations, performed the

opening ceremonies and laid the foundation of one of the University

buildings. On the 16th of December, 1961, Dr. Nnamdi Azikiwe, then

Governor General of the Federation of Nigeria and Chairman of the

Provisional Council was installed the first Chancellor of the University. On

that occasion, the University conferred its first honorary degrees. And in the

same month, the University of Nigeria Law (1961) was passed, dissolving

the Provisional Council and establishing a Council.

During the first few years of its establishment, the University

concentrated its efforts on building a solid foundation for undergraduate

courses. The University grew quickly. It had its first post graduate

programme in 1964. After that, more undergraduate and post graduate

programmes were introduced. However learning activities were disrupted

and adversely attached by the civil war which raged from 1967 to 1970.

After the civil war, activities in the University again kicked off. The

University was taken over along with other universities in the country by the

Federal Military Government in 1st April, 1973. With the passage of time,

student enrolment increased and the staff strength also rocketed. Now,

University of Nigeria Nsukka has 14 faculties, with up to 88 departments,

58

two schools, 8 sub – departments and 7 institutional centres. Among these

institutes is the Local Government Training Institute which educates and

trains employees of the local government system in the eastern part of

Nigeria.

2.2.2 Local Government Training Institute

Local Government Training Institutes are meant to accommodate

Local Government Training Programmes being conducted at three

designated Nigeria universities. These universities are Ahmadu Bello

University (ABU), Zaria; Obafemi Awolowo University (OAU), Ile – Ife;

and the University of Nigeria (UNN), Nsukka.

The programmes were established in 1979 for the training of the

middle and high level manpower for the local governments in the country.

They train these staff in areas of personnel management, financial

administration, and community developed.

The University of Nigeria Nsukka is the Federal Government

designated institution for training local Government employees within the

Eastern Zone of the country. The training is mainly carried out by the

academic staff of the Department of Public Administration and Local

Government of the University.

The Local Government Training Programme (LGTP) has several

objectives it sets to achieve. These objectives include:

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a. To provide the trainees with the necessary theoretical knowledge that will

enable them to understand more clearly and carry out more efficiently

their professional duties as Local Government administrators.

b. To provide the trainees with relevant knowledge of Local Government

Financial Administration and Management.

c. To offer the trainees an opportunity to relate their practical experiences to

the theories of administration and to enable them to appreciate the value

of development –oriented administration at the grassroot level.

d. To teach the trainees the various dimensions of the relationship between

population and development. They should grasp such concepts as under-

population and over-population, human resources of a population,

dangers and benefits of population control, the economics of mass

consumption and mass production etc.

2.3 HYPOTHESIS

In the course of this research, three hypotheses are drawn. They are

propositions in line with all that are raised in the Statement of the Problem.

The hypotheses are:

(i) The University of Nigeria Nsukka has the capacity for effective

development of human capital for the local government system.

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(ii) University of Nigeria Nsukka has contributed seriously in developing

human capital for the local government system.

(iii) Inadequate funding has hampered the role of the University of Nigeria

in human capital development for the local government system.

2.4 OPERATIONALIZATION OF KEY CONCEPTS

The following variables in the hypothesis stand out as concepts which

are to be operationalized. They are:

(a) Human capital:

In the context of this work human capital means the middle and high

level manpower/staff in the workforce of the local government system.

(b) Human Capital Development:

Human capital development in the context of this work means the

training of the middle and high level manpower employed in the local

government system.

2.5 THEORETICAL FRAMEWORK

The theoretical framework is the instrument that gives the research

problem an intellectual and logical bearing. By theoretical framework, we

mean a device or scheme for adopting or applying the assumptions,

postulations and principles of a theory in the description and analysis of a

research problem (Obasi, 1999:43). It provides an investigator with relevant

61

conceptual tools with which to carry out a research. It brings the researcher

to focus and reduces digression. The importance of a theoretical framework

can truly not be over – emphasized.

The theoretical framework that informs this research is the human

capital theory. This is the theory that is most responsible for the wholesome

adoption of education as a major generator of knowledge, abilities and skill,

and as an agent for the development of human productive capacities. Based

upon the work of Schultz (1971), human capital theory rests on the

assumption that formal education is highly instrumental and even necessary

to improve the productive capacity of a population (Olaniyan and

Okemakinde, 2008:158). Human capital theorists argue that an educated

population is a productive population. According to Livingstone (1979:9),

the core thesis of human capital theory is that people’s learning capacities

are comparable to other natural resources involved in the production

process; when the resource is effectively developed and exploited, the results

are profitable both for the enterprise and for the society as a whole.

Evolution and Key Assumptions/Postulations of Human Capital Theory

The theory evolved through the work of eminent economists. From

Schuller and Field (1998), it is observed that in the 1960s, Theodore Schultz

and Gary Becker developed Adam Smith’s original notion (described in the

Wealth of Nation’s) that investment in education and skill formation was as

62

significant a factor in economic growth as investment in physical plants and

equipment thus giving rise to the phrase human capital (McIntry,2005: ). It

is further observed here that Schultz contributed immensely to the theory

through his views on the impact of human capital – the impact a person’s

investment in education and training can have on the potential for

productivity in an economic system. Schultz saw that the quality of the

workforce was a veritable element in the economy and could be improved to

increase the human variable in the economic equation, and therefore increase

productivity. Gary S. Becker advanced the theory of human capital in his

book “Human Capital” (McIntyre, 2005). Through his analysis of census

data, he provided empirical ‘rate of return’ data demonstrating that an

investment in training and education to increase one’s human capital was as

important (and measurable) as an investment in other forms of capital. In

other words, according to Livingstone (1979) human capital theory tended to

equate workers’ knowledge level with their levels of formal schooling, to

rely on quantitative indices of amount of schooling in estimating individual

economic returns to learning and to infer that more schooling would lead to

higher productivity and macroeconomic growth. Schooling is obtained in the

primary, secondary and tertiary institutions with the university being the

apex and the most comprehensive.

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Equally, human capital theory has underpinned a wide range of micro-

economic studies seeking to explain individual and family decisions relating

to education and other matters (Stroombergen, Rose & Nana, 2002:1). First,

it postulates that human capital which represents knowledge, skills and

abilities is acquired through investment in education which would lead to

human capital development. The acquisition and development of human

capital through such education and even training is an investment in the

sense that the individual foregoes current income for increased earning

potential in the future. Second, the theory tries to determine the extent

decisions to undertake tertiary training can be explained in terms of a

supposed trade off between lower incomes during or before period of study,

against higher future earnings due to a probable increase in productivity

once qualifications have been gained.

However, a significant aspect of this theory is that the investment in

knowledge, skills and also health would not only benefit the individual, it

could also increase an employer’s or country’s human capital resource pool

and potential productivity (McIntyre, 2005). In the process of this

investment human capital development takes place as firm specific human

capital and general – purpose human capital are generated. Each could lead

to greater output and greater – employee performance in the work place.

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The following figure illustrates the key relations in human capital

theory and the assumptions underlying them with respect to the university

and the LGS.

Fig. 1: A human capital model representing the relations between university education and human capital development for the LGS. (…………………………………..…. (1) .….……………………………….)

(…………….…….. (2) ……………) (…………….. (3) ……………..……) Fig 1. Adapted from A Model of Human Capital Theory (Swanson and Holton, 2001:110).

Relationship 1: Represents the concept of production functions as applied to

university education and training (tertiary). The key assumption here is that

investment in university education and training results in greater and quality

human capital stock.

Relationship 2: Represents the human capital relationship between human

capital development and increased productivity. The key assumption

underlying this relation is that human capital development does in fact result

in increased performance.

Resources /inputs Education & training (university)

Outcomes (Quality human capital)

Resources/inputs (Local Govt system)

Increased performance/productivity

Output: efficient service delivery

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Relationship 3: Represents the human capital relationship between increased

performance / productivity and effective service delivery. The key

assumption underlying this relation is that greater employer

performance/productivity does, in fact, result in greater device delivery for

the local government system.

Application of the Theory to the Study

Through the above representation, the human capital theory is shown

to establish the fact that the university has immense roles it plays in human

capital development for the local government system. This is even more so

given the fact that the post – industrial era has seen a rise in the relevance of

knowledge workers and a decline of the traditional industries. As a result of

this, the theory agree that “as the essential skill set for many ‘knowledge

worker’ jobs becomes more complex and the demand for highly – skilled

employees rises, employers should see a direct productivity benefit by

investing in their employers’ capabilities through training programmes and

the funding of post secondary education” (Galov & Moav, 2001 in McIntyre,

2005:2).

In a nut shell, the theoretical framework comes alive when the

hypotheses drawn come to mind. By establishing the indispensability of

education in the accumulation of human capital, it has given agreement to

the fact that the University of Nigeria Nsukka as a post – secondary

66

education institution should have the capacity to develop human capital for

the local government system in Nigeria. In this way, the human capital

theory gives direction to the research. It does this by not only justifying the

appraisal of the role of the University of Nigeria Nsukka, but by also

providing a case for greater investment in tertiary education by the local

governments on their human capital stock.

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CHAPTER THREE

4.0 METHODOLOGY

According to Oguonu and Anugwom (2006: 33) methodology refers

to the framework of activity or operations of the research. The function of

the methodology is to spell out the design of the study, the study population,

the sampling techniques, the sources and methods of data collection, and the

methods of data presentation and analysis.

3.1 RESEARCH DESIGN

One of the prerequisites for a good research is the adoption of a

suitable research design. A suitable research design provides a fine guide for

the researcher. According to Bryman (2001) in Burnham et al (2008:39)

research design provides the framework for the generation and analysis of

data according to the priorities set by the researcher. The design sets out the

actual line of action through which questions raised in theoretical discourse

are turned into feasible research instruments which can provide needed

answers.

The study like most works in administration follows the non-

experimental survey design. This is because it tries to observe and describe

social phenomena with the intention of synthesizing and analyzing data in

order to make generalizations. The researcher carries out a trend study which

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is geared towards analyzing phenomena over time. In precise terms, it looks

at human capital development for the LGS. It uses a non-experimental

survey research method to study and assess activities of this nature taking

place at the University of Nigeria Nsukka with particular focus on the Local

Government Training Programme in the Department of Public

Administration and Local Government.

3.4 POPULATION OF THE STUDY

Population is a collection of individuals, terms, or elements that are to

be observed in a given research problem situation (Obi, 2005:21). The

population of this study consists of the academic staff handling the

programme, the trainees (Local Government employees admitted into the

programme) and the Heads of Personnel Management (HPMs) of the local

governments whose employee are trained in the programme.

3.5 SAMPLING TECHNIQUES

There are many sampling techniques available to a researcher to

enable him/her draw a sample(s) that represent the population under study.

The technique used by the researcher here is the judgmental sampling. This

is used in selecting samples of the academic staff involved in the programme

and Heads of Personnel Management (HPMs) of relevant local governments,

69

three (3) each. However, the population of the trainees is manageable and

needs no sampling. They are three hundred and forty two (342) in number.

3.6 SOURCES AND METHODS OF DATA COLLECTION

Sources of Data

Data used in this research come from various sources. They are

sourced from documented materials and samples of the study population.

Documented materials include statistics and figures compounded by the

Department of Public Administration and Local Government concerning the

programme. They also include the writings of scholars and experts who have

done some work on related matters. These data help to provide foundation,

direction and credibility to the study.

Method of Data Collection

Methods as used here include such procedures “as the making of

observation and measurement (Obi, 2005:57). She further says that data

collection often referred to by scholars/researchers as the fieldwork of their

project is the process of gathering information for the purpose of proving or

disproving a research hypothesis or answering research questions. Because

of the fact that the study is not experimental, most of the data used come

through non-reactive, personal interview and questionnaire methods.

Non-Reactive Method:

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This technique implies a method of collecting data from documented

sources. The researcher does not play an active or reactive part in the

formation of data obtained through this method. Here, the researcher only

dwells on the work of others and on official documents and releases of the

relevant institution.

Personal Interview Method:

This method is a form of survey research. The technique used here is

the scheduled structured interview. It is administered on samples of the

academia and HPMs of relevant Local Governments.

Questionnaire Method:

This is administered all the trainees in the Local Government Training

Programme.

3.7 METHOD OF DATA PRESENTATION AND ANALYSIS

The collected data are presented in tabular and textual forms. These

help to present a clear picture of the phenomena studied in the course of the

research.

Analysis of data is done using a combination of frequency

distribution, simple percentage and content analysis methods. These will

complement each other for a logical analysis of the accumulated data.

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CHAPTER FOUR 4.1 DATA PRESENTATION AND ANALYSIS

In the course of this research, data are collected to establish the

validity or otherwise of the hypotheses raised. The presentation/analysis of

the data collected goes thus:

Section A

A presentation of the interview administered to three members of the

academic staffs involve in the Local Government Training Programme

(LGTP) in the University of Nigeria, Nsukka.

1st Interviewee

Q1. What is your role as a trainer of employees of the local government

system admitted into Local Government Training Programme (LGTP)?

My role as a trainer of employees of the local governments is that of a

teacher. In another sense, given the fact that those employees carry out

academic activities just like regular students, they see me as one of their

lecturers. My duty is to impart knowledge on the trainees. I help them to

understand the management of local government in line with current trends.

The local government system is changing like many other institutions and

organizations. There is therefore the need to increase the education of the

employees because the higher the education, the better the performance

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Q2. How have you carried out this role?

I carry out this role through several ways. First, I teach them and expose

them to various concepts and methods of local government administration. I

teach them how to manage local government resources especially finance.

These are done in line with the training needs of the local government

system. Equally, they are exposed to a comparative view of local

government. That is, we help them to compare the local government system

in Nigeria to that of other countries. Now, seminar programmes are also

organized. In such seminars, the trainees present academic write-ups on

topical issues.

Q3. From your experience over the years do you think that the

programme has affected local government employee performance

positively?

There is no gain saying the fact that the Programme has done that. It has

seriously increased the number of qualified personnel in the local

governments. And that is the main reason why it was established.

Q4. The world of work in general is changing and the local government

seems to be following suit. Now, has the programme reflected these

realities over the years?

Yes! In fact that is part of the essence of exposing the trainees to a

comparative view of local governments globally. It makes them to be abreast

73

with current and contemporary issues. The programme was established in

order that local government employees might be taught new things, new

ideas miles apart from the traditional notions of local government

operations. If the academia discovers anything new concerning the local

government administration, it is quickly passed on to the trainees.

Q5. What major problem/problems have hampered or negatively

affected the programme? Is funding a major problem?

Certainly there are problems that have negatively affected the programme.

They may include, funding and lack of adequate feedback. But funding of

education in Nigeria has always been a problem, which I believe you are

aware. If better funding is provided, probably the number of employees

trained will be greater.

2nd Interviewee

Q1. What is your role as a trainer of employees of the local government

system admitted into Local Government Training Programme?

I am a lecturer of the Department of Public Administration and Local

Government. The Local Government Training Programme is carried out

under our auspices. A good number of us are professionals versed in issues

of local government. The programme was established after the LG Reforms

of 1976. The objective of the programme is to provide local government

74

employees with the knowledge that will help them perform their duties

better. About eleven states from and around Eastern Nigeria are covered by

the University of Nigeria through the programme.

Q2. How have you carried out this role?

Local government employees admitted into the programme attend classes

like other students. They are guided towards various diplomas or degrees. In

the process, these employees are taught the intricacies of the local

government system. I have to mention the fact that the University of Nigeria

through the programme has rapport with various Local Government Service

Commissions (LGSCs). At times they organized seminars, workshops etc

through which we teach the employees. At other times, we are contracted by

consulting firms to give training to local government employees. For

instance, last year, under the auspices of a consultancy firm, we provided

training to Heads of Service of local governments in Anambra State.

Q3. From your experience over the years do you think that the

programme has affected local government employee performance

positively?

I believe the programme have affected performance in the local government

positively. In fact there is no way these employees could be the same after

undergoing studies and training here for two years or more. I have to tell you

75

that they are more educated staff in Nigerian local governments now than

ever before.

Q4. The world of work in general is changing and the local

government seems to be following suit. Now, has the programme

reflected these realities over the years?

We are providing teachings on contemporary issues. Actually, the world of

work is changing because of communication and technological innovations.

We do not forget this fact in the course of teaching these employees. We try

as much as possible to update them on every issue concerning the local

government and its operations.

Q5. What major problem/problems have hampered or negatively

affected the programme? Is funding a major problem?

One of the major problems is the attitude of the students. Some of them

could be unteacheable probably due to educational or academic background.

So, some of them who find their way into this programme try to set back the

hands of the clock, but we do not allow this to deter the progress we have

been making. Those who complete their studies successfully return to their

work places sooner than those who fall short of expectations.

3rd Interviewee

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Q1. What is your role as a trainer of employees of the local government

system admitted into Local Government Training Programme?

As a lecturer in the Department of Public Administration and Local

Government, I help to train employees of the local government system. This

training is meant to equip them with relevant knowledge concerning finance,

personnel and community development. This knowledge is needed for

effective local government administration and operations.

Q2. How have you carried out this role?

This role is carried out through lectures, seminars, workshops and

conferences for local government employees, at times at the invitation of the

Local Government Service Commission (LGSC).

Q3. From your experience over the years do you think that the

programme has affected local government employee performance

positively?

Anyway, I have to admit that the people who are in the position to answer

this question are the HPMs or training officers of local governments. In the

past, the trainers used to follow the trainees to their work places to ascertain

their performance, but such does not happen now.

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Q4. The world of work in general is changing and the local government

seems to be following suit. Now, has the programme reflected these

realities over the years?

We try to ensure trainees are abreast with current trends. For instance, the

programme is not lacking in the area of ICT.

Q5. What major problem/problems have hampered or negatively

affected the programme? Is funding a major problem?

Inadequate funding can be a problem. Late arrival of funds means that

training will not start when it should. Another problem that is serious is the

politicization of the selection process. Another, again, is the underutilization

of already trained employees. A lot of them are not given positions

consistent with their newly acquired qualifications.

Section B

A presentation of the interview administered to three Heads of

Personnel Management (HPMs) of local governments.

1st Interviewee

Q1. How have the LGTP undergone by some of the employees in this

local government affected their performance?

Let me begin by telling you that I am happy to be interviewed in this matter.

This is because I am a Lion too. I underwent the LGTP in UNN. The

78

programme is a very good one. Personally, I learnt a lot during the

programme. I do not finding this job difficult, thanks to the programme. For

the other employees who have attended it, there is no doubt it has increased

there performance. Their performance has been increased in so many ways.

There are computer literate i.e. they can handle ICT problems and carry out

activities using the computer system. Secondly, the employees understand

instructions better. Gone are the days when you have to almost knock them

on the head before they would understand what you saying. Thirdly, those in

the financial department are introducing and using better ways of financial

management. In fact, generally, their performances have increase.

Q2. What are the problems that have negatively affected you ability to

utilize the programme? Is funding one of them?

Actually, funding is one of the problems. If you look around, you will see

many employees in this council. But only few of them have had the chance

to benefit from this programme. The fund is not there to see a greater

number attend the programme. And you may be aware that the main funds

for this programme come from the Federal Government. So, we do not really

have control over the number of employees that many go for the programme

at any point in time. If greater finds are made available, more and more

79

employees may find their way into the university to be trained in the

programme.

2nd Interviewee

Q1. How have the LGTP undergone by some of the employees in this

local government affected their performance?

That is one reason why trainings are carried out by an establishment,

organization or ministry. The training is to increase the performance of the

employees. The training carried out in the University of Nigeria Nsukka has

contributed to greater productivity here. In fact, many of the people who

return from the training have better knowledge than others. They have better

ideas. You know that is the essence of the programme, to teach them how to

carry out local government operations better. Any of them can use the

computer very well. They can write and express themselves better. In fact,

we are already planning to organize a small training exercise for the junior

workers. We want those who went to UNN for the programme to teach them

one or two things they have learnt. In fact the programme is a good one and

should be sustained.

Q2. What are the problems that have negatively affected you ability to

utilize the programme? Is funding one of them?

80

Yes! Funding is a serious problem. But you know, we are not the main

people who control the funds. The Federal Government and the states have

more say on that matter. Our own job is to help facilitate the selection of

those going for the training and to give them any other help we can give.

3rd Interviewee

Q1. How have the LGTP undergone by some of the employees in this

local government affected their performance?

Yes! It has affects their performance very well. But what is the essence of

training workers or employees if not to increase their performance and

productivity. If you go to a university for studies or training, you are

expected to come back better than you were before you went for the studies.

Those who go to the studies normally come back better than they were

before going. They carry out their duties satisfactorily. And that is the way it

should be. Otherwise, the money and time spent there are a waste. Those in

this local government are doing well, though they are very few in numbers.

They show better understanding and maturity. You can assign higher duties

to them, and be rest assured they will not disappoint. So, I will say that their

performance has increased.

Q2. What are the problems that have negatively affected you ability to

utilize the programme? Is funding one of them?

81

Anyway! I may say that funding is a problem because, if there are enough

funds, probably more employees may go for the programme. But now, it is

practically a struggle to be selected for the training; which should not be.

Section C

In the presentation and analysis that follows, data obtain from sources

(official) are highlighted.

Table 1: Distribution of the Academic staff running the Local Government Training Programme (LGTP) based on Academic Rank Academic Rank % Professors 6 23

Ph.d 9 35

M.Sc 7 27

Others (LLB. etc) 4 15

Total 26 100

Source: PALG, UNN, 2010.

The distribution shows that out of 26 lecturers involved in the programme, 6

(23%) are professors, 9 (35%) have PhDs, 7 (27%) have Masters Degrees,

while 4 (15%) are of other categories.

Table 2: Distribution of Trainees that passed through the LGTP from 2003-2008 based on Qualification in View Qualification in view Frequency % Diploma OND 1198 65

B.Sc 295 16

PGD 249 13

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MPA 111 6

Total 1843 100

Source: PALG, UNN, 2010.

The distribution shows that from 2003 – 2008, a total of 1843 employees

passed through the programme. 1198 (65%) of them went through the OND

programme. 295 (16%) passed out with B.Sc. 249 (13%) obtained Post

Graduate diplomas while 111 (6%) obtained Master of Public

Administration (MPA) degrees.

Table 3: Distribution of Trainees who passed through the LGTP from 2003-2008 based on Gender Gender Frequency % Male 1069 58

Female 774 42

Total 1843 100

Source: PALG, UNN, 2010.

The distribution shows that 1069 men passed through the programme within

the period in review. That makes it 58% of the total. Women came second at

42%.

Section D

This section highlights the frequency distributions of personal data of

the respondents.

Table 4: Distribution of respondents based on Age

Age Frequency % Under 20 30 9

83

21- 30 146 44

31 – 40 96 29

41 – 50 59 18

Total 331 100

Source: Field Work, 2011.

This distribution shows that those with 21- 30 year bracket have the highest

percentage of respondents.

Table 5: Distribution of respondents based on Gender

Sex Frequency % Male 185 56

Female 146 44

Total 331 100

Source: Field Work, 2011.

This distribution shows that more males are surveyed than females. The

percentage of male surveyed is 56%

Table 6: Distribution of respondents based on Qualification in View Qualification Frequency % Diploma 166 50

B.Sc 126 38

P.G 39 12

Total 331 100

Source: Field Work, 2011.

This frequency distribution of respondents shows that those in the diploma

classes provide the highest percentage of respondent to the study.

84

Table 7: Distribution of respondents based on Areas of Study

Areas of study Frequency % Local Government Financial Administration 126 38

Local Government Personnel Administration 205 62

Total 331 100

Source: Field Work, 2011.

The distribution shows that respondents in Local Government personnel

administration are more in number i.e. 62%. The other category trails at

38%.

Section E

In the analysis that follows, responses obtained from the survey are

presented and analyzed. Respondents are given ten (10) questionnaire items

in which to respond to. The collected data is present and analyzed using

tables and simple percentages respectively.

Table 8: Distribution of the respondents based on whether the LGTP has the capacity to increase an employee’s overall knowledge, skills and abilities Reponses Frequency % Yes 331 100

No 0 0

Total 331 100

Source: Field Work, 2011.

The distributions shows that all the respondents agree that the programme

has the capacity to increase employee’s knowledge, skills and abilities.

85

Table 9: Distribution of the respondents based on whether the LGTP has increased the awareness of their professional duties Response Frequency % Yes 321 97

No 10 3

Total 331 100

Source: Field Work, 2011.

The distribution shows 97% of the respondents accept that the programme

has increased their awareness of their professional duties.

Table 10: Distribution of the respondents based on whether the LGTP has increased their knowledge of local government financial administration Response Frequency % Yes 157 66

No 81 34

Total 238 100

Source: Field Work, 2011.

The frequency and percentage distribution of the above table shows that only

71% of the respondents respondent to the item. However, 66% of the

respondents agree that the programme has increased their knowledge of LG

financial administration.

Table 11: Distribution of the respondents based on whether the LGTP has increased their knowledge of local government personnel management Response Frequency % Yes 226 86

86

No 35 14

Total 261 100

Source: Field Work, 2011. The distribution shows that 79% of those surveyed responded. However,

86% of them answered in affirmative while 14% disagreed.

Table 12: Distribution of the respondents based on whether the LGTP has increased their knowledge of community development Response Frequency % Yes 308 93

No 23 7

Total 331 100

Source: Field Work, 2011.

The distribution above shows that an overwhelming 93% answered in

affirmative. Only 7% disagreed.

Table 13: Distribution of the respondents based on whether the LGTP has increased your ICT skills Response Frequency % Yes 295 89 No 36 11 Total 331 100 Source: Field Work, 2011.

The distribution above shows that 89% of the respondents agreed that the

programme has increased their ICT skills.

87

Table 14: Distribution of the respondents based on whether the LGTP has affected their perception of Local Government and Service delivery Responses Frequency % Yes 308 93

No 23 7

Total 331 100

Source: Field Work, 2011.

The distribution above shows that 93% of the respondent gave affirmative

answer to item. 7% of them objected.

Table 15: Distribution of respondents based on whether the LGTP has enabled them to relate their practical experiences to the theories of Local Government Response Frequency % Yes 308 93

No 23 7

Total 331 100

Source: Field Work, 2011.

The distribution shows that 93% of the respondents who respondents said

yes.

Table 16: Distribution of respondents based on whether a trainee should be ready to assume higher responsibilities after the training Response Frequency % Yes 331 100

No 0 0

Total 331 100

Source: Field Work, 2011.

88

The distribution shows that an overwhelming 100% said yes in respect to the

questionnaire item.

Table 17: Distribution of respondents based on whether they see funding as a problem affecting the programme Response Frequency % Yes 281 85

No 50 15

Total 331 100

Source: Field Work, 2011.

The distribution shows that 85% of the respondents see funding as a problem

affecting the programme. 15% of them do not see funding as a problem.

89

4.2 Discussion of Findings

Hypothesis I:

The University of Nigeria has the capacity for effective development of

human capital for the local government system.

All the members of the academic staff of the programme interviewed

exhibited high knowledge of local government issues. There were articulate

and clear in responding to interview questions. This goes a long way to show

that they are capable. It is important to note that their responses on the issue

of updating the curriculum content of the Programme provide a strong case

in support of the hypothesis. ICT and other innovative approaches to work

are included in the learning contents. And it is well known that ICT and

subtle applications have re-defined almost all sectors of human

engagements. Again, the number and qualifications of the trainers are other

evidence that support the hypothesis. Almost all of them have advanced

degrees on administration and local government studies.

Finally, all the respondents surveyed through the questionnaire affirmed

Item I of the questionnaire based on whether the programme has the capacity

to increase employee’s knowledge skills and abilities. When extended, it

implies that the university has that capacity, thus supporting the hypothesis.

90

Hypothesis II:

University of Nigeria has contributed seriously to human capital

development for the local government system.

Through the survey carried out, it is discovered that a good number of

employees have passed through the programme and came out with one

higher qualification or the other. From 2003 -2008, a total of 1843 local

government employees went through the various diploma and degree

programmes. Evidence gathered from a sample of HPMs of benefiting local

government show that their performance on the job has improved. This goes

a long way to support the hypothesis. Eight of the questionnaire items (II-

IX) are geared towards proving or disproving this hypothesis. The responses

gathered are valid. They all point to the fact that human capital for the LGs

has been developed by the University of Nigeria Nsukka. The hypothesis is

thus validated.

However, it is pertinent to note that items three (III) and (IV) four revealed a

fact that is some how significant. The respondents’ responses to those

questionnaire items were affected by the fact that there are two different

areas of study: personnel and financial management. A trainee is expected to

belong to only one of those areas.

91

Hypothesis III:

Inadequate funding has hampered the role of the University of Nigeria

in human capital development for the local government system.

Testing of this hypothesis against the back drop of data gathered shows that

the academic staff of the programme does not consider funding as the main

problem of the programme. Though they see it as a problem, other problems

such as attitude of trainees, politicization of selection of trained employees,

count more in their own reckoning. However majority of the trainees

surveyed and all the HPMs interviewed suggest that funding is a major

problem affecting the problem.

However, looking back at the literature reviewed, one can see that

inadequate funding has plagued the whole education sector. Igbinedion

(2006:41) while decrying the problem of inadequate funding of education in

Nigeria observed that contrary to the United Nations Education Scientific

and Cultural Organization (UNESCO)’s recommendation that 26 percent of

the developing countries’ national budgets be allocated to education, Nigeria

has not met the bench mark. Thus, given also the fact that more funds would

mean greater number of employees being trained, one can say categorically

that the hypothesis is true and validated.

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CHAPTER FIVE

SUMMARY, RECOMMENDATION AND CONCLUSION

5.1 SUMMARY

The study focuses on the Local Government Training Programme run

by the Department of Public Administration and Local Government in the

University of Nigeria Nsukka for the employees of local governments. The

Federal Government established the programme in three selected

universities: Ahmadu Bello University, Zaria, Obafemi Awolowo

University, Ile-Ife, and University of Nigeria, Nsukka. The aim of this study

is to determine whether University of Nigeria Nsukka has or lack the

capacity for developing human capital for the LGS. It set to find out the

extent to which the university has contributed to human capital development

for the system and to determine whether funding has adversely affected it.

The study employs the human capital theory as its guide in the study.

The theory is instrumental and handy in studying the role education plays in

developing human capital. The study made use of the non-experimental

research design in its methodology. It used the interview and questionnaire

survey methods in gathering data. Frequency distribution and simple

percentage were used in the analysis of data.

93

The study established and affirms the hypothesis which states that the

University of Nigeria has the capacity for effective human capital

development for the system. Equally, the study upholds the proposition that

the UNN have contributed seriously developing human capital system.

Analysis of data gathered in respect to this problem agrees to that effect.

Lastly, the study shows that funding is a problem which has affected

the programme. However, it also reveals that there are other attendant

problems. These include: attitude of trainees, lack of merit in selection of

trainees and politicization of the process.

5.2 RECOMMENDATION

The essence of researching on practical social science matters is that

knowledge garnered may be used to advance the success of the social

process or institution studies. Following the findings which support the

hypotheses drawn at the beginning of the research, it behoves on me as the

researcher to make some recommendations:

i. The number of trainees should be increased. Give the fact that UNN

has the capacity for effective development of personnel for the local

government system, more people should be allowed to benefit from it.

Otherwise that capacity would be under utilized.

94

ii. The programme should be expanded. There is no gain saying the fact

that three universities alone cannot meet the demands for highly

educated personnel from 777 local governments completely. The

programme should be extended to more universities.

iii. There should be better funding of the programme. The current trend of

under funding of education should be stopped. Esu (2005:10)

recommends that the government should provide enough funds for

educational research and development in our educational institutions

especially at the tertiary level.

iv. The curriculum that guides teaching in the programme should always

be updated to meet the requirements of changing times. Etuk

(2005:118) is of the opinion that the curricula need to be constantly

reviewed and enriched to focus on new issues of local and global

concern.

v. Training needs should always be identified before training is

administered. In occasions when this condition is not met, training

exercises could be efforts in futility.

vi. The academia giving training to employees should always update their

own knowledge. No one gives what he does not have. Quality

academic staff should be used to administer the programme.

According to Eze and Chiaha (2007:226), the issue of high standard

95

and quality in our universities cannot be complete without considering

the quality of teachers.

vii. The selection and admission process should be based on merit. No one

who is unqualified or averse to learning should be admitted. This

would ease the work of instructors and would some how pre-

guarantee success.

viii. A kind of feedback mechanism should be developed. Through this,

the progress of trainees could be monitored and assessed by the

training staff. Such may warrant them to adjust their procedures as the

case may be.

ix. Finally, the collaboration between the local governments and the

training providers should be strengthened. The local government

should always be aware of what is happening at the place of training.

Such will aid them in taking timely decisions concerning attendant

issues.

5.3 CONCLUSION

The human aspect has gained unprecedented relevance in the world of

work in recent years. It has been redefined in the concept of human capital.

Human capital emphasizes knowledge, skills and abilities as what makes the

difference in organizational productivity. This work is geared towards

96

appraising the role University of Nigeria Nsukka has played over the years

in developing human capital for the local government system. After up to 32

years of the programme’s existence and given the under-performance of the

local governments in Nigeria, it becomes necessary to find out whether

University of Nigeria Nsukka has the capacity to effectively train local

government personnel and how far they have gone about it. In the process of

doing this, the study carried out an inept exploration of the concept of

human capital. It looked at the concept critically while reviewing relevant

literature on the subject matter. This is in cognizance of the fact that the

concept is just making an in-road into human resource and public

administration context.

The findings of this research validate the hypotheses raised at the

beginning of the study. It also re-establishes the relevance of human capital

theory as instrumental in studying the impact of education on human

productive capacities.

Finally, it recommends that the programme be expanded and sustained

with greater funds so that its objectives would be fully attained.

97

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LIST OF TABLES Table 1: Distribution of the Academic staff running the Local Government Training Programme (LGTP) based on academic rank. Table 2: Distribution of Trainees that passed through the LGTP from 2003-2008 based on Qualification in view. Table 3: Distribution of Trainees who passed through the LGTP from 2003-2008 based on gender. Table 4: Distribution of respondents based on Age. Table 5: Distribution of respondents based on gender. Table 6: Distribution of respondents based on Qualification in View. Table 7: Distribution of respondents based on Areas of Study. Table 8: Distribution of the respondents based on whether the LGTP has the capacity to increase an employee’s overall knowledge, skills and abilities. Table 9: Distribution of the respondents based on whether the LGTP has increased the awareness of their professional duties. Table 10: Distribution of the respondents based on whether the LGTP has increased their knowledge of local government financial administration. Table 11: Distribution of the respondents based on whether the LGTP has increased their knowledge of local government personnel management. Table 12: Distribution of the respondents based on whether the LGTP has increased their knowledge of community development.

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Table 13: Distribution of the respondents based on whether the LGTP has increased your ICT skills. Table 14: Distribution of the respondents based on whether the LGTP has affected their perception of Local Government and Service delivery. Table 15: Distribution of respondents based on whether the LGTP has enabled them to relate their practical experiences to the theories of Local Government. Table 16: Distribution of respondents based on whether a trainee should be ready to assume higher responsibilities after the training. Table 17: Distribution of respondents based on whether they see funding as a problem affecting the programme.

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DEDICATION

This work is dedicated to the Blessed Virgin Mary whose maternal

protection saw me through this academic journey and to my parents and

Celestine Chukwu who helped so much to make the journey possible.

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AKNOWLEDGEMENT

I wish to thank the Almighty God from whom all knowledge

emanates. His kindness and mercies are incomparable. My parents

contributed so much to the success of this project. They were at hand to give

me all manners of assistance worthy of the super parents they are. Sir and

Lady C.D. Ogbonnia are like parents to me. I pray I remain a son to them. I

appreciate the efforts of my siblings Chukwudi, Osinachi, Jideofor, Nnanna,

Adaeze, Chioma and Nneka, and that of, Nnenna, Ogechukwu, Uche,

Chiamaka, Nkechi and Junior for helping to brush off my rough edges. May

the good Lord grant me the grace to prove myself worthy of their love and

trust.

His Royal Highness Igwe E.U. Chukwu (of blessed memory), Chief

L.O. Chukwu, Celestine Chukwu, Alhaji Mohammed Umaru Marke and

Linus Ogbuanu were mountains of inspiration and support to me. Uncle

Celestine was particularly interested in my academic programme. He made

sure I never lacked the needed financial resources. Alhaji Mohammed

Umaru Marke showed me the greatest proof of the common brotherhood and

oneness of all men irrespective of creed and clime. From far away Jigawa

State, he remains a bastion of hope that those differences that tear us apart

will not long triumph against the force of our common destiny and heritage.

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My uncle and aunts, Chief Edmund Mbaka, Mrs. Dominica Anioke

and Mrs. Charity Chime did a lot to ease the difficulties I encountered;

they are still geared to do more. I remain indebted to them all.

Chibueze, Ikechukwu, Ogugua and Solo contributed one way or the

other to the success of this study. Hilda and Nebechi typed and edited much

of the work. Sam was there to give encouragement.

And lastly, I thank my Supervisor, Prof. (Lady) R.C. Onah, an erudite

and accomplished scholar, for her consummate understanding and

intellectual guidance. Every success due to this work belongs to her.

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ABSTRACT

The people who make up an organization are its human resources. On them falls the task of harnessing other resources so that the goals and objectives of the organization may be achieved. However, the human aspect is been redefined in a way that is changing the traditional notions of human resources. Emphasis has shifted from the individual per se to the knowledge, skills and abilities embodied in him/her. These are seen as assets and are therefore termed human capital. Human capital as a concept shows the need to invest and develop human resource and ensure that they are constantly equipped with those KSA that would see them perform maximally, even in changing times. This study appraises the role of University of Nigeria, Nsukka (UNN) in the development of human capital for the Local Government System (LGS). Focusing on the Local Government Training Programme (LGTP) established by the Federal Government and provided by this University, it sets to validate the assertions that UNN has the capacity for effective human capital development, and that it has contributed seriously to human capital development for the Local Government System (LGS). Equally, it tries to determine whether funding has constituted a major problem to the Programme. The study used the human capital theory, a veritable framework for studying the role education plays in the accumulation of human capital; and employed frequency distribution and content analysis methods. Findings show that the hypotheses are valid. This leads to the recommendations that the Local Government Training Programme be expanded and that more funds be made available for it.

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APPENDICES QUESTIONNAIRE

Section A

1. Sex: (a) Male (b) Female

2. Age: (a) Below 20 (b) 21-30 (c) 31 - 40

(d) 41-50

3. Academic qualification in view: (a) Diploma (b) B. Sc

(c) Post Graduate

4. Area of study: (a) Financial Management (b) Personnel Management

Section B 1. Do you believe the Programme has the capacity to increase knowledge, skull and abilities? (a) Yes (b) No 2. Have the Programme increased the awareness of your professional duties? (a) Yes (b) No 3. How have the Programme increased your knowledge of Local Government financial Management? (a) Yes (b) No

4. How have Programme increased your knowledge of Local Government personnel management? (a) Yes (b) No 5. Have the Programme increase your knowledge of community development? (a) Yes (b) No 6. Have the Programme increase your ICT skills? (a) Yes (b) No

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7. Have the Programme affected your perception of Local Government Management and service delivery? (a) Yes (b) No 8. Have the Programme enabled you to relate your practical experiences to the theories of Local Government administration. (a) Yes (b) No 9. Do you think a trainee should be ready to assume higher responsibilities after the training? (a) Yes (b) No 10. Do you see funding as a major problem affecting the Programme? (a) Yes (b) No

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