NN38, February 2007
Technical and Vocational Skills Development
INFORMAL SECTOR TECHNICAL SKILLS DEVELOPMENT EXPERIENCES IN THE MAINTENANCE OF MODERN AUTOMOBILES IN NIGERIA
By Ben Ogwo, Department of Vocational Teacher Education, University of Nigeria, Nsukka
KeywordsNigeria, Informal sector, Traditional apprenticeship, Informal automobile sector
Summary
This article examines skills development in the informal automobile sector of Nigeria, describing the new challenges those working in this sector face as a result of having to deal with more sophisticated automobile technology.
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The more sophisticated automobiles become in North America, Europe and Japan, the more difficult it is to service those exported to developing countries. This paradox is obvious in Nigeria where the adverse effects of the defunct Structural Adjustment Programme reduced considerably the number of formal sector automobile service companies, thus leaving the informal sector with the arduous task of servicing cutting edge technology in modern automobiles. These mechanics use three major innovative ways in servicing recent auto technology namely: reconverting to older models, manufacturing worn-out components and cannibalising components from another recent model of the same car (Ogwo, 2004). These maintenance techniques give an overview of the skills development maze of the informal sector automobile industry which could be more appreciated by having an overview of the personnel and resources available to the sector.
The auto industry is one of the largest in the Nigerian informal sector. It includes a range of tradesmen: automechanics, auto electricians, auto body mechanics, spare parts dealers, vulcanisers etc. Many of the mechanics are ex-workers of the multinational auto companies. Others are the products of the apprenticeship training programme of the informal sector. The primary modes of admission into these latter programmes are parental/guardian recommendation and oral interview; the fees charged range from less than N5, 000 ($36) to N10, 000 ($74) for a training period of 3 ? 4 years (auto-electricians) or 5 ? 6 years (auto-mechanics) and there is basically no written curriculum for training the apprentices: rather the nature of the clients? reported problems dictates what an apprentice learns (Ogwo, 2004). Other skills development problems facing the informal automobile sector include: lack of diagnostic/repair equipment, no regular or widespread retraining technical programme (except for the fairly expensive one organized by Peugeot Assembly of Nigeria in Kaduna which does not target the informal sector directly) and the non provision for the informal sub-sectors in the National Automotive Policy (NAP, 2003). Faced with these problems it is apparent the sector will find it increasingly difficult to cope with the maintenance of the modern automobiles. According to Kim (2000) when technology is mature and simple, local formal sector firms can reverse-engineer foreign products but at the emerging stage, they can establish R & D outposts in advanced countries and use strategic alliances to gain access to frontier technologies. Unfortunately, the informal sector mechanics cannot do any of such things like foreign licensing, intensifying in-house R & D nor establishing R & D outposts in advanced countries in order to respond appropriately to the maintenance of vehicles below eight years old. It is a wrong policy assumption that technological innovations will emerge automatically, in time, through learning-by-doing; a better approach would be to perceive training as an integral aspect of technological learning in any policy development.
Indeed innovative policies are needed to provide sufficient stimuli (Mani, 2001) for the formal automobile companies to invest in training and the salvaging of the skills development situation in the informal auto industry. The government needs to provide enabling policies targeted at the motor companies, foreign investors and international NGOs and agencies for retraining of the mechanics, regulating/certifying the training offered by the apprenticeship programmes. It amounts to policy inconsistency to expect citizens to buy eight year old cars without also providing for their maintenance, especially as few citizens can afford the maintenance charges of the formal sector automobile companies. Against the background of globalization, international agencies and regional bodies should establish diagnostic centres and commission the development of capacity building programmes; otherwise the mechanics will be compromising the wellbeing of the vehicles, their owners, other road users and the economy of entire country. Help is needed right now!
References
Kim, L. (2000). The Dynamics of Technological Learning in Industrialization (Discussion paper series). Retrieved October 26, 2003 from www.intech.unu.ed
Mani, S. (2001). Globalization, Markets for Technology and the Relevance of Innovation Policies in Developing Economies (ATPS Special Paper No. 2). Nairobi: ATPS.
National Automotive Council (NAC) (1993). National Automotive Policy. Abuja: NAC.
Ogwo, B. A. (2004). Technological Developments in the Maintenance Operations of Imported Used Automobiles and their Policy Implications for the Automobile Industry in Nigeria. Research Report Funded by African Technology Policy Studies Network (ATPS), Nairobi, Kenya.
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