Journal of Business Administration and Management Sciences Research Vol. 3(5), pp. 070-078, May, 2014
Available online at http://www.apexjournal.org
ISSN 2315-8727© 2014 Apex Journal International
Department of Business Administration, Ambrose Alli University, Ekpoma, Nigeria. Email: cletusodion@yahoo.com
Accepted 5 May, 2014
The ultimate aim of government worldwide is to achieve sustainable improvement in the quality of life of its citizenry. Therefore, nation states no matter their size or developmental status strive to achieve some level of consistency in development, planning and good governance. We examine how manpower developed through formal and informal methods of education in Nigeria has been able to meet the challenges posed by the demand of the economy. The study is based on the concept of labour power and reproduction, i.e., human capital as a means of production into which additional investment yields additional output. A study of the manpower requirements and human capital development strategies in
Nigerian enterprises was conducted. Manpower development in Nigeria has been hampered by such factors as primordial considerations, uncoordinated attitude of policymakers, lack of policy and defined strategies. The objective of the study is to determine the factors hindering effective development of human capital strategies, and to find out its contributions to manpower requirements in Nigeria.
Structured questionnaire was employed to achieve this. The study reveals the positive effects of investment in human capital. Nigeria can only reposition itself in a potent force in the highly competitive and global economy by enhancing the quality of her products from the primary, secondary and tertiary school system through a structural and strategic planning of the educational institution.
For enterprises in Nigeria to attain the desired goal, there is the need for an urgent, all inclusive manpower development strategy that will have concrete, realistic and achievable target within a medium term strategy framework. It is hereby recommended that government should impress upon all employers to organize, in-house training program for their workers. The private sector should be compelled by law to contribute more than 20% to the funding of tertiary institution and embargo on recruitment should be lifted .
Key words: Nigeria, strategy, enterprises, development, human
INTRODUCTION
Background of the Study
The genesis of the present human capital challenges is huge. Specifically, the current curriculum used in tertiary institutions fails to readily meet the expectations of
No doubt, education is the key to unlocking Africa’s potential. Onyechere (2010) opined endemic corruption in
Nigeria has made it unable to translate opportunities to development realities. Onyechere further points out that:
For those still in doubt, some statistics may help. Less contemporary business world. Gleaning issues from the broader perspectives, especially from the world of work environments. Okafor (2009) queries: “Do the people that manage business and governance have the knowledge and skills that is needed contemporarily? If this country’s industries, institutions and government must move forward, we have to start developing people who will take over and meet contemporary needs.” than five percent of Nigerian children receive pre-primary education. Eleven million children who should be in primary school are out of school. Nigeria needs 872,971 primary school teachers but only 534,974 are engaged.
Out of this, only 294,884 are qualified. In all, only 60 per cent of the required teaching staff is available. Some state governments have not employed new teachers in more than six years.

To achieve remarkable success in the quest to improve human capital challenge in the country, there is a role for everybody in this crusade. This is because success is bridging the knowledge gap, sustainable knowledge-gap, in order to avoid poverty trap (Odita, 2009). We have often spoken of a generational change on our political scene. Look at the spent forces that are seeking the mandate of the people for political offices all over the country. Does it mean that the politicians have not been able to regenerate themselves in the last fifty years of independence from Britain? We have been told of the exploits of the first republic politicians like Obafemi
Awolowo, Nnamdi Azikiwe, Abubakar Tafawa Balewa, and a host of others. What has happened to the legacies of that generation of men? Can we not come up with a crop of young people, in their 40’s or 50’s, to take over the mantle of leadership in Nigeria? This is now the global trend in governance. Gone are the days of uneducated and half-baked political leadership. This is a reasonable point to commence our human capital challenge campaign.
Labour and human relation experts are in agreement that Nigeria’s inability to identify the pressing needs of the nation for human capital investments has contributed largely to the present state of affair. Today, the United
States has identified the need for nurses and care-givers for the elderly on account of an ageing population.
Strategically, the United States has provided for the needs that would become very predominant in the next fifty years for the class of professionals and has also made strategic moves to fill the gaps. The adopted strategy is to increase pay and improve working conditions for nurses at parity with those of medical doctors and thereby make nursing very attractive, increase the future supply of professionals into that function and secure the future of the elderly. In Nigeria, we don’t even know our population, we are unable to determine what group of society to plan for and have resigned to planning for the use of human resource by guessing, intuition and other unscientific approaches (Fajana, 2010).
Statement of the Problem
Human capital development holds the key to success of any organization. For this to happen the Nigeria enterprise must be able to train and retain their staff. To do this, will amount to paying huge sum of money to conduct seminars (in-house or outside). Remember that even when the fund for the training is available, the employees must develop the right mental attitude for the training.
The organization must also create the right environment for its employee.
Nigeria main problem is the non availability of the required manpower needed for the economy, and the situation was worsen by the drift of our trained personnel to foreign land in quest for greener pasture, all resulting
Owuze 071 to brain drain. Foreign expert are thus required for almost everything that could be handle here if we have the manpower needed. The education offered in our higher institutions are not very enterprising, as a lot of trained university graduate could not get themselves gainful employed in the economic workforce. Natural resources by itself no longer determine a country’s economic power.
Emphasis has thus shifted from concentration on the development of natural resources to the development of manpower. Availability of natural resources must be supported with appropriate manpower capacity in order to achieve an accelerated economic. The national development plan fails, as our nation still relied on foreign expert to man the industrial sector in the economy.
While the body of theoretical and empirical studies about issues pertaining to organization and institutions has grown considerably since the 1950s, current thinking in the west is still very much ethnocentric and promotes a culturally determined and foreign view of the world (Blunt and Jones, 1955).
Therefore, the problem addressed in this study was the fact that there is a current lack of academic research in
Human capital development strategies and manpower requirements in enterprises in Nigeria.
Objectives of the Study
The following are the objectives of this research: i. To identify the extent the institutions for human capital development have enhanced human capacity. ii. To determine the structure of manpower needs iii. To determine the factors hindering effective development of human capital.
Research Questions
To guide this research, certain decision where made in advance regarding the research question. Our society is beset with a lot of problems and questions unanswered.
These problems range from family, economics, social, political and even structured question are adopted to enable us advice solution to HCD strategies, employed by enterprises. i. To what extent have the institutions for human capital development enhanced human capacity? ii. What are the factors hindering effective development of human capital.
Scope of the study
A cross sectional survey design was adopted for this study. The population is large, comprising of the senior

072 J. Bus. Admin. Manage. Sci. Res . staff of some selected enterprises in the public and private sector in Akure, Nigeria. Altogether types of enterprises were considered using quota and stratified sampling techniques. Part A of the questionnaire gathers relevant bio-data on the respondents. Part B consists of human capital dimensions obtained from various sources.
The respondents will be expected to return the answered questionnaire in seven (7) days.
Significance of the Study
The level of Nigeria’s human capital development in terms of its economic goal is reflective of the educational system. The study is of immense significance due to the importance of a leader of all types of group actions, in order to come up with effective leader. Sound education remains an important, immortal legacy. Education, according to experts, is the only thing that can propel a country and any other social living entity forward. This premise means that sustainable education is not just any education in terms of the growth of the economy. It means that you look at a country’s needs and then target different types of education, training and development towards those needs.
REVIEW OF RELATED LITERATURE
Conceptual Framework
In Mincer and GaryBecker’s (Becker 1963, 1966) view human capital as being similar to “physical means of production”, e.g., factories and machines: one can invest in human capital (via education, training, medical treatment) and one’s output depends partly on the rate of return on the human capital one owns. Thus, human capital is a means of production, into which additional investment yields additional output. Human capital is substitutable, but not transferable like land, labour, or fixed capital. In some way, the idea of “human capital” is similar to Karl Marx’s concept of labour power.
Lucas (1998) includes human capital as an additional input in the production of goods, while retaining the other features of the neoclassical growth model. In the model, the labor force can accumulate, which is then used together with physical capital to generate the output of the economy. Azariadis and Drazen (1990) model the mechanism of human capital transmission across generations. In these models, agents inherit the human capital accumulated by the previous generations. They then decide how much time to devote to training a young graduate in acquiring further skills in technology that increase labor quality, thereby affecting their marginal productivity when older. Since a given generation deciding its own human capital investment does not take into account the inter temporal spillover effect up the human capital endowment of future generations, there is a technological externality that can result in constant or increasing returns to human capital at the social level.
Human capital development depends to a greater extent on funding. Sharp deterioration in funds started in the 1976/77 session and it has never been that easy ever since according to the National University Commission
(NUC). The shortfall in the amount required and the government allocation is as high as 30-40%. The situation is not rosy as in some institutions, new teaching and research equipment and consumables cannot be procured as a result of poor funding (Wada, 1998). The drastic reduction in human development is a result of inadequate funding.
Empirical Review
There are large numbers of empirical studies that confirm the strong association between strategies and manpower requirement in Nigeria enterprise. For instance, Blooms and Sachs (1998), as cited in Hamoudi and Sachs
(1999), provided empirical evidence on the relationship between human resource development and economic growth rates and found that human resource development plays significant role in determining economic growth rate.
Mustafa, Abbas, and Saeed (2005) emphasized the role of human resource development and vocational training for economic growth in Pakistan and Sri lanka.
The study reviewed and analyzed the status of vocational training, related policies and practices and their impact on development of human resource.
In Nigeria, several studies have emerged in an attempt to provide qualitative evidence to the growth-human capital nexus. Akangbou (1983) and Mbannefoh (1980), determine the social and private returns to the different level of education – primary, secondary and university, using cross-sectional data. On the basis of the positive rate of returns often computed, inference is made about positive role of human capital on economic growth.
Odusola (1998) using ordinary least square technique form that human capital, proxied by real capital and recurrent expenditure on education, is related to growth, although the relationship is weak.
The Nigerian Economic Society held a conference on human resource development in Africa in Nigeria in 2002 and several interesting papers were presented. Some of the paper showed a positive and significant contribution of human capital to economic growth (Adamu, 2003;
Uwatt, 2003; Chete and Adeoye, 2003).
Adamu (2003) undertook an empirical investigation to determine the impact of human capital formation on economic growth in Nigeria between 1970 and 2000, using cointegration and error-correction mechanisms. The results indicate that the investment in human capital in the form of education and training can lead to economic

growth because of its impact on labour productivity.
Chete and Adeoye (2003) explored the association between human capital investment and economic growth in Nigeria. A number of methodological approaches were employed to examine this link. Specifically Granger causality tests were inconclusive on the direction of causality. The variance decomposition analysis shows that “own shocks” constitute the predominant source of variation in employment growth’s forecast errors, and that innovation of employment growth can be better predictors of income growth.
Uwatt (2003) provided empirical evidence on the role of human resource development proxied by enrolment in educational institutions on economic in Nigeria, using the augmented Solow growth model and relying on co integration and error-correction methodology. The result showed that human resource development does not only contribute positively to economic growth in Nigeria, but its impact is strong and statistically significant. This occurs despite the decline in the quality of education at all levels since the mid 1980s. Contrary to the conventional wisdom, Ayara’s (2003) study observed that the growth of educational capital shows a significant negative effect on economic growth in Nigeria. This in line with the studies by Pritchett (2001), Islam (1995) and Hoeffler
(1999).Could this be interpreted to mean that educational investment is harmful to growth in Nigeria? Due caution must be exercised in interpreting the result. However several factor might be responsible for this. Some possible explanations offered by the Pritchett (2001) and
Ayara (2003) include the following; (i) existence of brain drain; (ii) the newly created educational capital might have gone into privacy that is, privately remunerative but socially unproductive activities; (iii) incessant strike actions by the academic and non academic staff of
Nigerian universities; (iv) failure of the educational system to provide qualified manpower that would enhance productivity growth; (v) there may be slow growth in the demand for educated labour, so that supply of educational capital has outstripped demand and returns to schooling have declined.
Theoretical Framework
Armstrong (2004) defines human capital as all human ability whether innate or acquired attributes whose value can be augmented by appropriate development investments. Fitzsimons (1999) writing on human capital theory and education posits that throughout western countries, education has recently been re-theorized under Human
Capital Theory as primarily an economic device. Human
Capital Theory is the most influential economic theory of western education, setting the framework of government policies since the early 1960’s. It is seen increasingly as a key determinant of economic performance. A key strategy in determining performance has been to employ
Owuze 073 a conception of individuals as human capital and various economic metaphors such as ‘technological change’
‘research’ ‘innovation’, ‘productivity’, ‘education’, and
‘competitiveness’. Economic considerations per se in the past, however, have not determined education
(Fitzsimons, 1999).
Human capital theory rests on the assumption that formal education is highly instrumental and necessary to improve the productive capacity of a population. In short, human capital theorists argue that an educated population is a productive population. Human capital theory emphasizes how education increases the productive human capability, which is a product of innate abilities and investment in human being. The provision of formal education is seen as an investment in human capital, which proponents of the theory have considered as equal as or even more worthwhile than that of physical capital
(Woodhall, 1997). Human Capital Theory (HCT) (Gary
Becker, 1964, 2004) concludes that investment in capital will lead to greater economic outputs however the validity of the theory is sometimes hard to prove and contradictory. Modern economists seem to concur that education and health care are the key to improving human capital and ultimately increasing the economic outputs of the nation (Becker, 1993). How does human capital or educational attainment of labour force affect the output of the growth an economy? A standard approach is to treat human capital or the average year of schooling of the labour force, as an ordinary input in the production function. The recent work of Makiw, Romer and Weil
(1992) is in this tradition. However, Human capital theory suggests that education or training raises the productivity of workers by impacting useful knowledge and skills, and hence raises workers’ future income by increasing their life time earnings (Becker, 1964).
METHODOLOGY
The study is a survey of subjects’ perceptions of human capital development strategies and manpower needs in
Nigerian enterprises. A cross-sectional survey design was adopted for this study. The instrument employed for this study is the questionnaire. Part A of the questionnaire gathered relevant bio-data on the respondents. Part
B consists of human capital dimensions obtained from various sources.
The study was conducted between February and July
2010. The population is large, comprising of the senior staff of some selected enterprises in the public and private sectors in Akure, Nigeria. Altogether six groups of enterprises were considered, namely: the Ministries,
Departments and Agencies (MDAs); Tertiary Institutions;
Primary/Secondary Schools; and Banks/Financial Institutions; Manufacturing companies; Trade and Vocations.
Forty questionnaires were distributed to each group. The subjects were obtained using quota and stratified

074 J. Bus. Admin. Manage. Sci. Res. sampling techniques.
Volunteers were randomly approached to fill the short answers questionnaire. Ten research assistants, along with the researchers participated in the questionnaire administration, with two assistants assigned to each of the five enterprise groups. The sixth group, trade and vocations, was personally handled by the researchers because most of the subjects are uneducated and required special attention. In all, a total of two hundred and forty (240) questionnaires were administered, but one hundred and seventy five (175) were returned and validated, giving the response rate of 72.91%. Whenever necessary, personal interview was used to elicit more personal facts about subjects.
An evaluation was made to determine the subjects’ response to the four dimensions of the study, namely, leadership quality, management quality, organizational requirements, and workers’ motivation. Each returned questionnaire was carefully tallied into a frequency distribution schedule designed for this purpose. Thus, we were able to obtain data on every item of the questionnaire for the purpose of analysis
FINDINGS OF THE STUDY
The government of Yakubu Gowon during 1970-1975 identified early enough the human capital needs of
Nigeria and developed a mass education blueprint at all levels that saw a lot of Nigerians at various ends of the globe studying in several fields that were then needed.
Nigerians were offered full scholarship to take up courses in identified areas of need but many of them did not return to join hands in building the nation’s human capital stock. Interestingly, even those that returned could not easily fit into the society. This was largely because
Gowon was overthrown in 1975 by Murtala Mohammed, events happened in quadruples; policy changes, lack of continuity in governance, policy somersaults, etc. As one public policy commentator puts it, if only 50% of these people had returned to take up their rightful position in society, Nigeria would have been better off today. This crop of Nigerian graduates constitute “the wastage generation” in the Nigeria’s political history; highly skilled and competent, yet unsung.
The Nature of Human Capital Development Strategies in Nigeria
Nigeria has been through several un-implemented policies over the years. Now, is the time to adopt a holistic approach in formulating our human capital development and utilization policy? This should involve a
“cradle to grave” approach whereby a systematic method of developing Nigeria from nursery to tertiary level is adopted. Wada (1998) identified four levels of cooperation between utilities and developers of human capital. These are: Identification of manpower problems between utilities and developers of human capital; development of training programme to suit environment needs; determination of the structure of manpower needs; enhanced level of financing of training programmes. Table 1 shows the HCD strategies employed by the enterprises.
It is observed that institutions responsible for HCD enhance human capital by: use increased pay and improved and improved working conditions for professionals in areas of needs; increased supply of professionals into the areas of needs; belief in the development of people as the basic driver of the endeavour; give incentives to companies engaged in manpower development; provide opportunities to attend seminars, workshops, etc.; required to obtain higher qualification while on the job; advancement tied to additional qualifications and success in promotion examination/interview; new mass movement towards secondary education; fiscal support for publicly funded mass secondary education.
However, the challenges faced by these institutions are: unable to coordinate campaign for optimal utilization of nation’s wealth of human resources; people who manage business and governance do not have knowledge and skills required contemporarily; workers are neither better prepare nor healthy; no credible population census for planning; the federal government allocation to HCD is inadequate; the role of government and the organized private sector is not beyond policy and programs; government policies are neither conducive nor investment friendly; current curriculum used in tertiary institution does not meet the expectation of contemporary world; research grants are insufficient; training programmes developed do not suit environmental needs; discrimination against women when it comes to taking up positions of authority; absence of functional techniques and processes that require further education than the norm of primary schooling.
Sustainability and Quality of Human Capital in Nigeria
According to Awopegba (2000), the problems of human capital are enormous. Students’ enrolment is said to be on the increase without a corresponding provision of amenities. Funding institutions of human capital development have reportedly been on the bottom line and as such has led to various problems. Other changes that have constituted great challenges or have great implications for human capital development include: emerging political factors which favor parochialism in employment issue; the influence of government decisions, law court decisions, decrees, enactments, statutes and ruling of industrial arbitration courts; the recent increase in wages and the disparity in minimum wage between federal and state governments; and other government actions. These

Owuze 075
S/N
How have the institutions responsible for human capital development enhanced human capital?
1.
2.
3.
4.
5.
6.
7.
8.
Increased pay and improved working conditions for professionals in areas of needs, at parity with industry standards (e.g., nurses and care-givers for the elderly).
Increased supply of professionals into the areas of needs
(mass education, staff development, etc.).
Coordinated campaign to utilize the wealth of human resources for the benefit of our country.
People who manage business and governance have the knowledge and skills needed contemporarily.
We believe in the development of people as the basic driver of our endeavor.
Workers are better prepared and healthy.
A credible population census figure is provided, which enables us determine what group of the society to plan for.
The federal government allocation for human capital development is adequately reviewed upwards in the face of the task ahead.
9. The role of government and the organized private sector is seen beyond policy and programmes
10. Government policies are conducive and investment friendly.
11. Incentive (e.g., tax waivers) are given to companies engaged in manpower development
12. The current curriculum used in tertiary institutions meet the expectation of contemporary business world.
13. Sufficient funds are provided for research activities.
14. Opportunities to attend seminars, workshops, etc., exist.
15. Required to obtain higher qualifications while on the job.
16. Advancement on the job is tied to additional qualifications and success in promotion examination/interview.
17. Training programmes developed suit environmental needs.
18. Women are not discriminated against when it comes to taking up positions of authority.
19. New mass movement towards secondary education, with a transition to mass higher education.
Yes
58.6
52.0
18.5
38.8
66.6
34.6
28.3
22.3
20.2
23.7
63.5
22.4
18.7
58.4
62
75
37.5
34
68
% Indicating
Don’t Know
6.6
22.2
7.9
16.5
11.3
19.5
15.6
11.2
-
-
10.2
12.1
17
8.5
20
-
10
16
14
No
34.8
25.8
73.6
44.7
22.1
45.5
54.1
66.5
79.8
76.2
26.3
55.5
64.3
33.1
18
25
52.5
50
18
20. Functional techniques and processes that require further education than the norm of primary schooling exist.
25 10 65
21. Fiscal support for publicly funded mass secondary education.
Source: Field Survey, 2010.
issues have a lot of implications for human capital development either with respect to recruitment, retaining workers or their eventual separation. Table 2 shows the factors hindering HCD.
The factors hindering effective human capital development are: inadequate infrastructure; ineffective, poor quality and sharp practices of HCD implementers;
81 - 19 poor attitude of learners to learning; desperation of learners to obtain high grades at all cost; weak linkage between school and work; the poor state and unsustainability of the education system; lack of probity in the management of educational development funds; weak definition of the level of HCD in terms of its economic goals; the country inability to identify the

076 J. Bus. Admin. Manage. Sci. Res.
Table 2.
Factors hindering effective development of human capital.
S/N
What problems hinder the effective development of human capital?
3.
4.
5.
1.
2.
Inadequate infrastructure (books, research materials, laboratory equipment, ICT, etc.).
Ineffectiveness, poor quality and sharp practices of the implementers of HCD (teachers, employers of labour, consultants, etc.).
Poor attitude of learners to learning
Desperation of learners to obtain high grades at all cost.
Ineffective education regulatory bodies (NUC, University Senate,
WAEC, NECO, etc).
6.
7.
Weak linkage between school and work.
Poor state of our education system, where it has become apparent that our graduates are not being taught anything that is sustainable to enable them to be competitive.
8.
9.
Lack of probity in the management of educational development funds
Weak definition of the level of HCD in terms of its economic goals.
10. The country’s inability to identify the pressing needs of the human capital investment.
11. Weak link between human capital development and the educational investment in the economy.
12. The uncoordinated campaign to utilize the nation’s wealth of human resources for the altruistic benefits.
13. The criminal neglect of government concerning the promises to the citizens in the areas of investment in education.
14. Human Capital promises that have remained largely undelivered on account of primitive expressions of greed by the political elites.
15. Education and training programmes are not individual and job oriented.
16. Trained employees are not ploughed back to apply their new skills, knowledge and inventiveness.
17. Manpower problems between utilities and developers of human capital are not identified.
18. Inadequate total allocations to institutions and agencies responsible for HCD.
19. Disparity in minimum wage between Federal and State
Governments and other government actions.
20. Differentials in earning abilities due to gender and nativity wage differentials, marriage, etc.
21. Discrimination against minority and female employees.
Source: Field Survey, 2010. pressing needs of its human capital investment; weak link between human capital development and the nation’s education investment; uncoordinated campaign to utilize the nation’s wealth of human capital for its altruistic benefits; education and training programmes are not
Yes
73
83
78
69
26
61
57
46
42
60
54
46
30
37
40
62
46
28
59
47
46
% Indicating
Don’t Know
-
-
-
10
16
20
10
16
27
12
10
14
12
20
32
10
28
4
-
12
20
No
27
17
22
21
58
19
33
38
31
28
36
40
58
43
28
28
32
68
41
41
34 individual and job oriented; trained employees are not ploughed back to apply their skills and knowledge and inventiveness; inability to identify the manpower problems between utilities and developers of human capital; disparity in minimum wage between federal and state

Owuze 077
Table 3.
Contributions of HCD to Manpower Requirements of Nigerian Enterprises.
SN.
1.
What human capital problems do you experience in the organization?
Insufficient challenges for wages or salaries earned.
Agree
35
2.
3.
4.
5.
Low capacity to work.
Receives meager income for labour.
Low premium attached to hard work.
48
40
52
43
6.
7.
8.
Skills are not adequately utilized in operations and to produce surplus-value.
Education and training has not improved knowledge of job.
More experience on the job has not increased competence base.
Scarcity of knowledge and experience as it’s not readily shared in organization.
61
12
41
9. Has not been able to successfully mentor someone else.
10. My skills and knowledge are useful to present employer only.
15
25
% Indicating
Undecided
20
22
25
10
22
10
10
20
15
20
Disagree
45
30
35
38
35
29
78
39
70
55
11. Unable to travel and seek opportunity outside countries of education and training.
Source: Field Survey, 2010. governments and other government actions; differential in earnings abilities due to gender and nativity wage differentials, marriages, etc.; discrimination against minority and female employees. However, there are effective education regulatory bodies; government has kept its promises to its citizens in the area of investment in education. Also, the total allocation to institutions and agencies responsible for HCD is adequate.
Manpower requirements
Nigeria suffers from enormous underutilized manpower.
A lot of efforts have been made towards the development of the human capital through the establishment of formal and informal institutions and agencies. However, no serious effort has been made by the government to utilize this developed human capital. This gap in development and utilization has led to the soaring of unemployment rate. This situation is further worsened by the competition which the locally trained labour is facing with the expatriate labour and also by the obstacle of embargoes placed on recruitment by various government and private organization
The human capital problems experienced include: low capacity to work; receives meager income for labour; low premium attached to hard work; skills are not adequately utilized in operations; education and training has not improved knowledge of job; scarcity of knowledge and experience; Unable to travel and seek opportunity outside
53 12 35 countries of education and training (Table 3). Nevertheless, HCD has contributed to manpower requirements in the following areas: sufficient challenges for wages and salaries earned; experience on the job increased competence base; has successfully mentored someone else; skills and knowledge are useful to all employers.
Findings
The study has the following main findings: i. The study found that there is a strong association between human capital development strategies and manpower requirement in enterprises in Nigeria ii. The study reviewed and analysis the status of vocational training, related policies and practice and their impact on development of human capital iii. Human capital, proxied by real capital and recurrent expenditure on education, is positively related to growth iv. The results showed that human resource development does not only contribute positively to economic growth in
Nigeria, but its impact is strong and statistically significant
Conclusion
The study reveals the positive effects of investments in human capital. Nigeria can only reposition itself as a potent force in the highly competitive and global economy

078 J. Bus. Admin. Manage. Sci. Res. by enhancing the quality of her products from the primary, secondary and tertiary school system through a structured and strategic planning of the educational institutions.
RECOMMENDATIONS i. Government should impress upon all employers to organize in-house training or retraining for their employees or any other method as they deem fit. This should be done periodically as shall be dictated by the policy. The current allocation of 9% federal education contribution budget (capital) to universities should be raised to at least 35% because of current trends. ii. As a step toward involving the private sector in HCD, the various industries should be compelled by law to contribute more than the present 20% to the funding of schools especially the higher institutions. We advocate that a contribution of 30% to be enforced. iii. A large number of businesses are firmly under expatriate ownership and control. The government should ensure that Nigerians take up higher percentage shareholding of all businesses that control substantial number of employees. This will ensure that decision making is transferred to Nigerians. iv. Embargo on recruitment results to utilization of a few staff, which leads to breakdown, illness and work errors.
We recommend those embargoes to be lifted in order to give the unemployed the chance of gaining employment as well as reduce work stress on the old staffers.
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