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

Skills development is a pertinent feature that drives developed and developing countries’ economies. It is a key issue influencing construction projects’ performance in the fast-growing digital world. Molloy and Chetty (2015) and Daniel et al. (2020) affirmed that construction projects’ poor performance is a recurring issue in several countries. Studies show that abridged productivity can be connected to shortage and ageing in the built environment workforce (Hasan et al., 2018). This implies a need for more construction artisans and may be worst hit in developing countries like Nigeria. They may lead to poor performance (Lu et al., 2015) and reduced contractors’ profits (Construction Development Board, 2017). Daniel et al. (2020) suggested mechanisms targeted at motivating young adult construction workers for sustainable development and economic growth via policies and programmes supporting productive tasks and decent employment to mitigate workforce shortages that may affect contractors’ profits later. An apprenticeship may be a suitable mechanism to bridge the construction artisans’ gap in the built environment and, by extension, improve economic growth through the productive employment of young artisans.

Daniel et al. (2020) described apprenticeships as programmes to attract young intending workers with vital broad-based skills for practicing a career or becoming an artisan in the built environment. The intending artisan is expected to be capable and willing to practise the trade after the training programme. The programme is a mechanism that trains capable young adults to swap the ageing staffers. In Hong Kong, an example of an apprenticeship programme is the “Enhanced Construction Manpower Training Scheme” (Ho, 2016). In the United Kingdom, examples are “Modern Apprentice” and “Young People Training Programme” (Hogarth and Gambin, 2014). In Canada, the apprenticeship programme involves classroom teaching and on-the-job training (Daniel et al., 2020). Fayek et al. (2003) avowed that the mentor who doubled as the trainee, mentee, apprentice and/or intending artisan supervisor must fill in a logbook explaining each apprentice’s activities. They emphasised that passable supervision ensures trainees can execute several activities unharmed without additional cost. In the USA, Woods (2012) asserted that the private sector or the government funds apprenticeship training for crafts workers. It is a combination of classroom instruction and on-the-job work experience. Also, the apprentice is issued a “certificate of completion” at the end of the apprenticeship programme.

Several scholars (Woods, 2012; Hogarth and Gambin, 2014; Awe, 2017; Ogbuanya et al., 2020; Daniel et al., 2020; Osuizugbo et al., 2022) have researched apprenticeship and related areas in the built environment, besides the issue still needs to be solved, especially in developing countries, such as Nigeria, none addressed apprenticeship regarding how enhancing it might improve achieving Goal 8. Advancing comprehensive and sustainable economic growth, driven by decent work derived from acquired practical skills, is germane to the actors in the construction industry. This is the study motivation. Construction apprenticeship programmes will improve in achieving Goal 8 because the target is young adults. Besides bridging the skills gaps and replacing the ageing skilled artisans, it would mitigate unemployment and reduce the crime rate among young adults that are more vulnerable. Goal 8 is one of the 17 of the United Nations (UN) sustainable development goals (SDGs) (UN, 2022). However, the 2030 Agenda for SDGs is not the first set of goals to assist countries in collaborating and working together to achieve a better society and a cleaner environment (Ebekozien et al., 2024). Past goals include Agenda 21 at the Earth Summit in Rio de Janeiro, Brazil (United Nations, 2022) and Millennium Development Goals 2000–2015 (Valencia et al., 2019). The study focuses on Goal 8. Studies such as Edmark (2005) found a positive relationship between crimes and unemployment. A successful apprenticeship programmes with the right training skills will translate to a safer society free from crimes.

Woods (2012) appraised apprenticeship training for crafts workers in the United States of America. Woods found that besides being financed by the government and private sectors, the training combines classroom instruction and on-the-job work experience. Hogarth and Gambin (2014) evaluated the duration to complete apprenticeship training for crafts workers in the UK. Daniel et al. (2020) highlighted the factors that influence apprentice training for craftspeople in the built environment. Studies (Woods, 2012; Hogarth and Gambin, 2014; Daniel et al., 2020) show that apprenticeships can enhance skills development, leading to economic growth. Osuizugbo et al. (2022) investigated the issues influencing career decisions among intending construction artisans. Integrated apprenticeship may positively influence achieving SDGs, especially Goal 8 (Decent Work and Economic Growth). There is a paucity of academic literature concerning apprenticeship’s role in developing Nigerian construction artisans’ skills, especially regarding achieving Goal 8. Thus, there is a need to appraise the role of apprenticeship in developing construction artisans’ skills and suggest measures to improve skills development for artisans’ on-the-job training mechanisms to achieve Goal 8 through the following objectives:

• (1)

  To appraise apprenticeship’s role in developing Nigerian construction artisans’ skills;

• (2)

  To investigate the perceived hindrances facing skills development for artisans’ on-the-job training and

• (3)

  To suggest measures to improve skills development for artisans’ on-the-job training mechanisms to achieve Goal 8.

Apprenticeship programmes for artisans are a contemporary problem within the built environment. Its significance could be credited to several resources assigned to apprenticeship programmes to mitigate the skills gaps and ageing staffers experienced in the sector (Daniel et al., 2020). Ogbuanya et al. (2020) affirmed that apprenticeship offers young adults construction trade skills that assist them in mitigating poverty, enhancing well-being and generating other commercial openings. This corroborates studies such as Edmark (2005), who found a positive relationship between crimes and unemployment.

In Nigeria, construction skills are clustered into artisan and non-artisan jobs (Awe, 2017). The sector needs artisans’ services to develop products and services. Artisans are craftspeople. An artisan is a person who has learnt the required skills in one or more trades and is trained by a mentor and/or trainer artisan for a specific duration of supervised on-the-job training (Asiyanbola, 2018). Construction artisans’ careers include plumber, plasterer, electrician, carpenter, painter, bricklayer, cement mason, roofer and chainman (Awe, 2017). The artisans’ skills are required to implement construction tasks to meet the project specifications and statutory obligations. The construction artisan skills are acquired through formal or informal training. In the informal setting, it is planned to offer young adults the privilege to acquire and grow the right competence to practice the career over a specific duration (Awe, 2017). In the formal setting, the programmes are delivered through on-the-job training and in-class instructions (Ikediashi et al., 2012). The public and private sectors have participated in several apprenticeship trainings in Nigeria.

The National Directorate of Employment was established in 1986. Evawoma-Enuku and Mgbor (2005) reported that the directorate created the Waste to Wealth Scheme, School on Wheels Scheme and Open Apprenticeship Scheme. These schemes offer young adults the privilege of learning vocational skills. The N-Build scheme resulted from the collaboration among the Nigerian Institute of Building, the Council of Registered Builders of Nigeria and the Federal Government of Nigeria. It was designed to offer construction artisans training to young adults. The N-Build is a component of the N-Power. Sambe (2019) affirmed that N-Power is a National Social Investment Programme of the Federal Government. Its mission is to empower young adults through human capital development. Also, the collaboration between Julius Berger Nigeria (JBN) Plc and the Federation of Construction Industry (FOCI) established the FOCI-JBN Artisanal Skills Development Academy. Julius Berger Nigeria (2020) reported that the goal was to proffer an answer to construction artisans’ skills shortage. These programmes emphasise the obligation of the private organisations and government to construction artisans’ apprenticeship, but more attention is needed to yield the expected results. Evawoma-Enuku and Mgbor (2005) identified inadequate funding and a lax framework as possible contributing factors to the failed programmes.

Regarding the study’s literature gap in Nigeria, few studies (Sanni and Alani, 2008; Awe et al., 2011; Bilau et al., 2015; Liadi and Olutayo, 2017; Ogbuanya et al., 2020) have worked on construction artisans' apprenticeships. Sanni and Alani (2008) studied the issues that account for the decrease in the number of persons willing to enrol in apprenticeship training. Bilau et al. (2015) found a lack of motivation, low income, inadequate training opportunities, a lack of motivation, changes in construction methods and an ageing workforce as the root causes of artisans’ shortages. Awe et al. (2011) discovered a preference for formal education, the image of the industry and ineffective career guidance as the issues accountable for the weakening interest in pursuing artisans training. Ogbuanya et al. (2020) evaluated the apprenticeship mechanism. They discovered that conformity to regulation, loyalty to the master trainer, strict obedience to rules, workplace proficiency, commitment toward training, demonstration of competency to work and work punctuality were factors that determine the rate of apprentices’ completion. Based on the reviewed literature, there is a paucity of scholarly materials tailored towards addressing construction artisans’ apprenticeship regarding the achievement of Goal 8. This is a component of the study’s gaps.

Skills development via apprenticeship can provide inclusive and sustainable economic growth for the people and society. Perks and McQuiken (2020) identified productive employment, economic growth and decent work as the three key components, which make up Goal 8. Ritchie and Ortiz-Ospina (2018) described economic growth as per capita economic growth, at least 7% gross domestic product (GDP) growth/annum in developing countries. ILO (2012) described productive employment as jobs producing enough returns to labour to permit workers and their wards to consume above the poverty line. This is a key to the SDGs, including Goal 8. The UN (2018) described decent work as a prospect for an individual to get productive employment and deliver “living income,” safety in the working environment and social protection for households to enhance social integration.

In 2015, 193 member states ratified the UN Sustainable Development Agenda (2030). SDGs encompass 17 goals, 169 targets and 230 indicators to achieve a better and more sustainable future (Guandalini et al., 2019). Apprenticeship in the skills development of construction artisans via Goal 8 (Decent Work and Economic Growth) is a key goal and the study’s focus. Achieving Goal 8 may require a successful apprenticeship and an inclusive approach from the key stakeholders. Goal 8 emphasised the right to full employment and decent work (Frey, 2017). It has 12 targets (Rai et al., 2019). However, the right to decent work is not identified as a human right states responsibility. It could assist in developing the economy. Also included in the target are young adult jobs (UN, 2015). The goal builds on the International Labour Organisation's (ILO’s) Decent Work agenda with its four “core standards” (Rai et al., 2019).

The study adopted a qualitative research method. This provides an appropriate approach to addressing the underlying issues in the study (Garcia and Gluesing, 2013; Jaafar et al., 2021). Also, a phenomenology method is considered explanatory and investigative through interviewees’ data collection with experience and knowledge of the subject matter (Ibrahim et al., 2022). The research adopted semi-structured face-to-face interviews and was complemented by reviewed literature. The researchers adopted a face-to-face approach because it was the most suitable and allowed them to explore participant insights. This aligned with Osuizugbo et al. (2022). They investigated the factors influencing intending construction artisans. The study’s research design method is shown in Figure 1. The study’s participants include apprentices (trade trainees), skilled artisans, construction firms’ representatives that provide training programmes, construction consultants and consultant skill experts knowledgeable in SDGs and apprenticeship matters. For this study, the trades engaged were bricklaying and masonry, carpentry, painting and decoration, plumbing, building electrical work, tiling work, iron bending and aluminium windows and/or doors. In total, 32 participants who are knowledgeable in apprenticeship and Goal 8 were engaged, as presented in Table 1. The researchers also ensured a good representation of the groups in the selection. Hence, large and medium contracting firms, where apprenticeship is mostly practiced, were selected. The researchers selected the participants from eight construction firms (P1–P24) (comprises companies management representatives, trainers and trainees), construction consultants (P25–P28) and construction skills consultants knowledgeable in SDGs and apprenticeship matters (P29–P32) were engaged, as illustrated in Table 1. Table 1 shows the summarised selection pattern to represent the study’s population well. Besides construction consultants such as private practicing quantity surveyors, the study engaged construction skills experts to form a balanced opinion and triangulate the analysed data. The study’s saturation was achieved at the 29th participant when “new data” insights from the research were no longer forthcoming from the participants. This aligns with Braun and Clarke (2019) and Ebekozien (2019), who asserted that the study had attained saturation when there was no evidence of more new insights or constructs. The participants were from Abuja and Lagos because the cities are the hallmark of Nigerian construction activities (Ebekozien and Aigbavoba, 2021). Table 1 shows the interviewees’ location, rank, years of experience and staff strength. The study’s main research question is: What is the role of apprenticeship in the skills development of construction artisans to achieve SDG 8? The study conducted a pilot interview with five selected participants. The interviews were from November 2022 to February 2023. This is a portion of an ongoing study.

Before the main interviews, which lasted an average of 45 minutes, invitation letters were sent to interviewees, and 32 indicated interest and were interviewed. Concerning ethical issues, the interviewees were communicated with the aim and were accepted to partake without compulsion. The participants’ identities were anonymous in the reporting. This aligned with Aigbavboa et al. (2023a). The study allocated labels to the analysed data and utilised an open coding method for the data transcript. The study adopted emotion, narrative, invivo and theming coding methods. This aligns with Corbin and Strauss (2015). The research inter-rater reliability was 70% and conducted manually. This aligns with Kouner’s (Burns, 2014) because two scholars were involved in collecting and coding data. It assists in establishing the agreement of the same data obtained by different raters, using the same parameters. The research design, data collection and post-data analysis were guided, as illustrated in Table 2. In total, 90 codes were identified and re-clustered based on reference, occurrence and frequency. In total, 10 sub-themes emerged from the 90 codes and were re-clustered into 3 themes. Among the codes include time for the training programme, funding issues, inadequate operational capacity by construction firms, contracting firms’ reluctance to invest in apprentice training, conflict of interest between trainee and/or apprentice and trainer and/or supervisor, narrow skills demotivate trainee, a lack of mindset change, the attitude of fast and/or quick wealth rather than career progression, short construction project duration, a rigid mechanism to apprenticeship, inadequate job prospect, inclusive stakeholders’ engagement missing, insufficient instructors and supervisors, inadequate training facilities and resources, gender stereotype in training, bullying of artisans, a lack of clear framework for progression, artisan training acceleration and trainees not willing to be mentored. Also, among the categories are government-related, employer-related and employee-related hindrances. Concerning triangulation during results discussion, the research converged to form categories and themes. The research triangulated the collected data (i.e. transcripts) in line with Aigbavboa et al. (2023b). Also, the study engaged an autonomous practitioner to cross-check the themes on group discussions. The fears of the findings’ validity were reduced and made possible through the data collection triangulation approach (Garcia and Gluesing, 2013; Ebekozien, 2020). The study adopted a manual approach via thematic analysis to analyse the data and was guided by prepared semi-structured questions. This aligns with Ebekozien et al. (2020, 2023), as presented in  Appendix. The main findings were based on the views of the 32 participants.

Objectives one, two and three are addressed in themes one, two and three, respectively, as follows:

The role of the apprenticeship mechanism in training the mandatory construction artisans for the project cannot be overemphasised. Findings show invaluable contributions of apprenticeship to construction project delivery and as a means of bridging the ageing skilled staffers and improving development skills (majority). Participant P26 says, “…. integrated apprenticeship enhances skills development in construction craftsmanship, especially in construction-related trades such as masonry, carpentry, iron bending, plumbing, electrical and many more. I know many foremen in renowned construction companies who started as trade trainees in one of the trades and, over years of training, become an expert and either a foreman or supervisor in some cases. In one of the sites where I worked, the supervisor informed me that he had just National Business and Technical Examination Board (NABTEB) with woodwork as an elective, an equivalent of the West African Senior School Certificate Examination (WASSCE) and started 25 years ago as a trainee in the carpentry section. Today, he is not just an expert in carpentry but can supervise other related construction activities, including masonry, iron bending, plumbing with confidence and competence ….” These results align with Wolek (1999) and Daniel et al. (2020). They found that apprenticeship helps management in training novices via skilled internal experts. Skilful personnel play the role of instructors in training the trainees. It is a platform that offers young trainees practical, broad-based skills.

Apprenticeships within the construction company are set up to train novice staffers to bridge skills gaps and enhance employee-led technical development (P3, P6, P12, P14, P25, P29 and P31). Participant P31 says, “ …. on-the-job training is more skill-based than the knowledge-based approach of learning in higher vocational education ….” It is a mechanism that replaces the skilled ageing artisans in construction firms and has been embraced by many companies rather than engaging new hands (P7, P13, P19 and P30). Results align with Konstantinou and Miller (2020) and Osuizugbo et al. (2022). Konstantinou and Miller (2020) emphasised the need for work-integrated learning and skill development. This is better achievable via on-the-job training, where practicality and learning intersect to yield productive work. Osuizugbo et al. (2022) affirmed that apprenticeship programmes enhance staffers’ training to bridge the skills shortage from the ageing workforce. Besides skill development, replacing the ageing workforce and bridging skills gaps, economic upliftment cannot be overemphasised as a trained artisan via the apprenticeship process within the organisation (P6, P11, P12, P18, P21 and P29). Participant P11 says, “ …. I have been able to set up a chemist shop for my wife from the income savings. My household gains a passive income daily from the sales. It has reduced the financial burden on me ….” These findings agree with Ogbuanya et al. (2020). They opined that apprenticeship offers young adults skills that improve well-being, mitigate poverty and develop other commercial prospects from job savings. It can enhance economic and social implications for society. Participant P1 says, “ …. our company has benefited from this in-house manpower training. We recruit fieldworkers/unskilled workers and place them under specific section/trade with consultation, to acquire training and later upgraded to skilled workers after tested with salary increment ….” Successful construction artisan apprenticeship programmes organised by companies boost manpower production and economic and industrial growth but are not exempt from hindrances (P1, P4, P27, P29 and P31).

Despite the importance of apprenticeships to the construction industry, most companies’ in-house skills training programmes still need to improve in Nigeria. Findings show that gaining insights into the issues hindering skills development for artisans’ on-the-job training in the built environment can assist in developing measures for improving skills development for artisans’ on-the-job training mechanisms to achieve Goal 8 (majority). One pertinent point is the re-cluster of the perceived barriers responsible for the low skills development for artisans' on-the-job training. The barriers were re-clustered into employee-related, employer-related and government-related hindrances, as illustrated in Table 2. The study identified 34 barriers. From the 34 barriers, 25 were employer-related, 17 were employee-related and 6 were government-related. Results reveal that the developed three variables could improve skills gaps and threaten to achieve Goal 8 and its targets. Thus, mitigating these factors is germane and should be all-inclusive. In Table 3, results show that some of the barriers are dual, for e.g. funding issues, inadequate job prospects, a lack of a clear framework for progression, working environment, culture, trainee’s age and conflict of interest between trainee and trainer.

Regarding government-related hindrances, the lack of government policy and regulatory framework, funding issues and lax government support emerged as top-ranked. Participant P30 says, “ …. funding and absence of government policy and regulatory framework are critical barriers that have negatively affected past government apprenticeship programmes such as the Open Apprenticeship Scheme and N-Build scheme ….” The funding issue is from two perspectives (public and private sectors) (majority). Some private organisations are not interested because of their experience with artisans “poaching.” It is the act of employing staffers with skills and experience from other firms rather than investing in-house to train workers. “ …. we invested in training three masons, three carpenters, and two steel fixers for over three years but resigned after skills acquisition and perfection to a new company that attracted them with higher pay. These artisans were on our salary roll for three months when there was no work yet left us just like that …  …” said Participant 13. These results align with Ziderman (2001) and Daniel et al. (2020). They stated that employers are unwilling to invest in in-house staff training because they cannot control employees’ decisions to remain or change jobs.

Concerning employer-related hindrances, funding issues, job security, trainee education background, a lack of clear framework for progression, conflict of interest between trainee and apprentice and trainer and supervisor, artisans bullying and inadequate training facilities and resources emerged top-ranked. For others, refer to Table 3. Participant P30 says, “ …. Besides other logistic issues, how many construction companies have the capacity for an in-house trainer/supervisor to train these trainees if engaged in the trade? Some companies have just one mason and only engage more on a contract basis when there is a project. How do you expect such a company to embrace an apprenticeship programme?” These results agree with Chang et al. (2016). They identified operational capacity inadequacies, a lack of a clear framework for progression and conflict of interest as part of external factors. They are factors not within the control of the trainees, mentors and/or supervisors.

Regarding employee-related hindrances, artisan bullying, trainee not willing to be mentored, the attitude of fast/quick wealth rather than career progression, trainee’s age, the opportunity for career advancement, mindset and job security emerged top-ranked. For others, refer to Table 3. Participant P12 says, “ …. apprenticeship concept is good to keep young adults away from the streets. But, what about the career progression after the training? What if this company wind up? Can I secure a job as an artisan in another construction company without a government-recognised certificate? These are issues some of us are concerned …  …” These findings agree with Chileshe and Haupt (2010). They identified promotion opportunities, working conditions and status influencing young adults’ careers. Awe et al. (2011) and Bilau et al. (2015) found lax motivation, formal education attraction, inadequate training opportunities, an ageing workforce and lax career guidance as some of the hindrances facing construction apprenticeship.

This sub-section presents measures to improve skills development for artisans' on-the-job training mechanism to achieve Goal 8. The study shows that skills development via construction apprenticeship has the potential to provide all-inclusive economic growth and decent jobs for the people and society. The private organisation’s role is pertinent but should be all-inclusive to enhance efficiency and sustainability (majority). Achieving Goal 8 is pertinent and implies a decent work environment (Meera and Vinodan, 2022). Findings re-clustered the measures into three key stakeholder measures (variables) to achieve Goal 8. They are government, employer and employee measures, as presented in Table 4. Findings show that these measures could improve skills development for artisans' on-the-job training mechanism to accomplish Goal 8. This is the motivation and foundation of the study, as an integrated apprenticeship would yield better results and performance in achieving Goal 8.

Government's role in skills development for construction artisans' on-the-job training approach to accomplishing Goal 8 cannot be overstated. Results show that the pro-private sector policy would attract more construction companies to embrace apprenticeship programmes and join the government in creating jobs for unemployed young adults (P29 – P32). Participant P4 said, “ …. this should be the way to increase the employability of our young adults because certification from higher education institutions has caused more harm than good to the economy with increasing unemployed graduates, and there is no hope of employment soon …..” These findings agree with the Federal Government of Nigeria (2017) and the establishment of the N-Power apprenticeship schemes to address young adults’ unemployment and artisans’ skills shortage. Regarding government measures to improve skills development for artisans’ on-the-job training approach to achieving Goal 8, the following top-ranked recommendations emerged: contributing to a training fund, establishing a feasible policy and regulatory framework, providing a formal setting for the training, political will and commitment and incorporating apprenticeship scheme programme in every awarded public contract. For others, refer to Table 4. The study suggests developing and implementing programmes to promote construction artisans’ apprenticeship. Also, the programmes should be feasible and sustainable via an integrated institutional framework. Regarding apprenticeship awareness benefits, this is pertinent because many stakeholders in the industry do not know the numerous benefits associated with construction apprenticeship if well-coordinated. Participant P29 said, “… sensitisation via career guidance from parents, training providers, and other relevant stakeholders must highlight that construction skills acquisition through apprenticeship offers young adults prospects to earn as an employee or business owner in the future ….” These findings agree with Daniel et al. (2020). They found that many developing countries’ apprenticeships, including Nigeria, are lax.

The political will and commitment driven by institutional frameworks would enhance sustainability and performance. Besides the outcome of mitigating the negative perception of construction apprenticeship, it will improve accomplishing Goal 8. These results agree with Osuizugbo et al. (2022). They asserted that key stakeholders' (private sector and government) collaboration yielded mechanisms to attract young adults to construction apprenticeship, mitigating ageing skilled staffers and issues of labour shortage in the built environment industry. Relating how this would assist in achieving Goal 8 is one of the study’s motivations. Participants P25, P27 and P30 opine that if well managed with the right government policies, construction apprenticeship can improve in accomplishing Goal 8. The argument is that government is the largest construction client and infuses apprenticeship as part of a contractual agreement on each construction project. Participant 30 said, “… This is a way of developing a skilled human resources society and creating decent jobs via high value added to the labour-intensive sector …”

Construction companies’ role in skills development for artisans' on-the-job training approach to achieving Goal 8, and its targets cannot be overemphasised. Findings show that the bulk of the responsibilities besides policy and framework lies within the construction companies, and embracing apprenticeship programmes is key to job creation for unemployed young adults (P2, P5, P13, P27 and P29 – P32). “ …. construction companies should have apprenticeship scheme as a company policy component. This is pertinent to bridge future ageing skills and creating jobs for young adults to contribute to society ….We have a draft yet to be approved by the Board, but implementation has been fruitful as a win-win to us …” said Participant P7. Measures from employers to improve skills development for artisans' on-the-job training approach to achieving Goal 8 include contributing to the training fund, providing a formal setting for the training, company’s apprenticeship policy scheme, apprenticeship awareness benefits via sensitisation and apprenticeship training programme as a social partnership emerged top-ranked. For others, refer to Table 4. These findings agree with Thwala (2008) and Glover and Bilginsoy (2005). Thwala (2008) suggested allowance for trainees. Glover and Bilginsoy (2005) recommended scholarships to trainees to motivate young adults to participate in the programme.

Regarding providing the formal setting for apprenticeship training to improve achieving Goal 8, findings agree with Ikediashi et al. (2012). They affirmed that formal apprentice training programmes combined with on-the-job training and in-class instructions would enhance apprentices’ knowledge about theoretical and practical ideas and create pertinent skills. Company’s apprenticeship policy scheme will eliminate artisans “poaching” (majority). Participant P29 says, “ … .construction companies should be encouraged to embrace construction apprenticeship to bridge the ageing skills and create employment for the young adults as against in search for the “already-made” artisans ….” Some private organisations are not interested because of their experience with artisans “poaching.” Poaching is employing staffers with skills and experience from other firms rather than investing to training in-house workers. “ …. we invested in training three masons, three carpenters, and two steel fixers for over three years but resigned after skills acquisition and perfection to a new company that attracted them with higher pay. These artisans were on our salary roll for three months when there was no work yet left us just like that …  …” said Participant 13. These findings agree with Ziderman (2001) and Daniel et al. (2020).

Trainees play a key role in skills development for construction artisans’ on-the-job training approach to accomplishing Goal 8. Findings show the success or failure of most apprenticeship programmes or schemes can only be discussed by highlighting the influence of the employees or trainees (majority). “ …. the attitude of quick money and unethical approach to acquire wealth remains a challenge in this part of the world where cultural and societal values are at the lowest. Many young adults prefer to sign in for “yahoo-yahoo” (cyber-crime) than a construction apprenticeship. We need to change the narrative and build a better Nigeria …..” said Participant P25. Concerning measures from employees to improve skills development for artisans’ on-the-job training approach to achieving Goal 8, contributing to the training fund, embracing the scheme, apprenticeship awareness benefits via sensitisation and collaboration with employers to achieve the main aim emerged top-ranked. For others, refer to Table 4.

Achieving Goal 8 via construction artisans' apprenticeship should be all-inclusive, including trainees’ contribution to training from the monthly stipend (majority). These findings agree with Daniel et al. (2020). They suggested funding construction artisans’ training programme should be more than a government duty. The government must set good examples because of the outcomes such as job creation and economic growth (Hogarth and Gambin, 2014). Findings suggest that besides the apprentice being loyal to the mentor and/or trainer and work punctuality, the intending artisan should ensure commitment towards training and the ability to demonstrate proficiency in the workplace (P3, P12, P24, P28 and P30). These findings agree with Ogbuanya et al. (2020) and identify punctuality to work, job opportunities after training, conformity to regulation, the master trainer’s loyalty, a show of competency to work, strict obedience to rules, workplace proficiency, commitment towards training, and being in a working relationship with the master trainer as factors key to apprentices’ completion and success.

Findings show that the construction apprenticeship programmes success has positive implications for society, especially regarding achieving Goal 8. Goal 8 is about encouraging all-inclusive sustainable economic growth and productive employment. The outcome would yield decent jobs for all. Construction apprenticeship via construction firms is one way to achieve this goal. Unemployment would be reduced via the right skills training and translate to a safer society free from crimes. Studies such as Edmark (2005) found a positive relationship between crime and unemployment.

The study investigated the perceived hindrances that may hinder skills development for construction artisans’ on-the-job training (apprenticeship). It proffered feasible measures to improve skills development for artisans’ on-the-job training to achieve Goal 8 and its targets. In total, 34 barriers emerged and were re-clustered into 3 groups, as shown in Table 3. As abridged and clustered into three groups in Table 4, the measures will improve skills development for artisans’ on-the-job training to achieve Goal 8 and its targets. The three main independent variables are government measures, employers’ measures and employees’ measures. Also, the dependent variable is improved skills development for artisans’ on-the-job training to achieve Goal 11. These are parts of the theoretical implications.

The study offers stakeholders such as the government, employers (construction companies) and employees (artisans and/or intending artisans) the platforms to engage in feasible measures that will help improve skills development for artisans’ on-the-job training mechanism to achieve Goal 8 before 2030. Besides the three clustered measures tailored towards achieving Goal 8, other SDGs linked with skills development for artisans' on-the-job training, such as Goal 1, will be achieved. This is pertinent to promoting all-inclusive sustainable economic growth. Findings intend to stir scholars to inform key partners on improving skills development for artisans’ on-the-job training mechanism to achieve Goal 8. Therefore, key stakeholders are concerned about guaranteeing positive advantages to the built environment industry and society. The study’s findings would help better understand skills development issues for artisans’ on-the-job training and develop mechanisms for improving skills development to accomplish Goal 8.

The study employed an interview method for collecting data and engaged 34 participants. The study covered two major cities in Nigeria. A vigorous review of pertinent literature alleviated these limitations to improve discussion of the results. Regarding suggested studies in the future, the utilised study’s mechanism could be employed in other nations with barriers facing skills development for construction artisans’ on-the-job training and being threatened about accomplishing Goal 8. Also, the validation of the research results could be shown in forthcoming studies via a quantitative technique with broader coverage.

The study aimed to investigate the role of apprenticeship in developing construction artisans’ skills and suggest measures to improve skills development for artisans’ on-the-job training mechanism to achieve Goal 8. The study has shown that key stakeholders (government, employers and employees) have a pertinent role in skills development for artisans' on-the-job training approach to accomplishing Goal 8. The study identified 34 perceived hindrances and re-clustered them into 3 clusters, namely employee-related, employer-related and government-related. Findings suggested inclusive measures from the key stakeholders (government, employers and employees) to improve skills development for construction artisans' on-the-job training approach to achieving Goal 8 and its targets, as summarised in Table 4. Hence, the study recommended feasible measures for improving skills development for construction artisans' on-the-job training approach to achieving Goal 8. The pinnacle is to achieve Goal 8 via the following recommendations:

• (1)

  First, the government’s role is germane in skills development for construction artisans' on-the-job training approach to achieving Goal 8 via policies and programmes that would create the enabling environment for other stakeholders to participate in young adults’ job creation. Thus, a semi-formal training system to acknowledge certification awarded by in-house construction skilled mentors to the trainees after the programme is pertinent. This would attract many young adults familiar with the formal education system to embrace the programme.

• (2)

  Second is the need for the government to establish mechanisms to encourage long-term construction artisans' apprenticeship implementation. This is long overdue because of the economic role of the construction sector. Also, sensitisation via stakeholders (e.g. career guidance, parents, friends and others) should emphasise that skills acquisition through construction apprenticeship offers young adults the prospect of earning or becoming a business.

• (3)

  Third, to ensure a fruitful construction artisans’ apprenticeship programme that would improve achieving Goal 8, the prospective artisans must display loyalty to the mentor and/or trainer, commitment towards competency, demonstrate proficiency in the workplace, strict obedience to the rules and punctuality to work.

• (4)

  The study suggests developing and implementing programmes to ensure construction artisans’ apprenticeship is feasible and sustainable via an integrated institutional framework. This is germane for sustainability and improves achieving Goal 8 and its targets.

Special thanks to the participants for providing knowledgeable contributions to enhance the findings of this paper. Also, the authors appreciate the comments, suggestions and recommendations provided by the anonymous reviewers, which honed and strengthened the quality of this manuscript during the blind peer-review process.

Funding: Development Planning and Management, School of Social Sciences, Universiti Sains Malaysia, Pulau Pinang, Malaysia and Faculty of Engineering and the Built Environment and CIDB Centre of Excellence (05-35-061890), University of Johannesburg, South Africa.

Declaration of competing interest: The manuscript has been read and approved by all named authors. The order of authors has also been approved, and there is no conflict of interest.

Dear Participant,

Request for Interview

Studies show that apprenticeships can enhance developing skills and economic growth. There is a paucity of academic literature concerning apprenticeship’s role in developing Nigerian construction artisans’ skills, especially regarding achieving Sustainable Development Goal 8 (Decent Work and Economic Growth). Therefore, the paper’s title is The Role of Apprenticeship in Skills Development of Construction Artisans to Achieving Sustainable Development Goal 8: Stakeholders’ Unexplored Approach. Specifically, the researchers will achieve the stated aim through the following:

• (1)

  To appraise apprenticeship’s role in developing Nigerian construction artisans’ skills;

• (2)

  To investigate the perceived hindrances facing skills development for artisans’ on-the-job training and

• (3)

  To suggest measures to improve skills development for artisans’ on-the-job training mechanism to achieve Goal 8.

Kindly note that the interview questions will be within the stated objectives. Responses provided by you will be collated and analysed together with that of other interviewees. It will make up the value and contribution to achieving the success of this work. Information provided will be treated with the greatest secrecy.

Hence, your valuable time and other answers to the questions will be highly cherished.

With regards.

Yours faithfully,

(Research Coordinator)

• (1)

  Please, for record purposes, what is your organisation’s name and state located?

• (2)

  Please, what is your position in the organisation?

• (3)

  Can you tell us your years of work experience?

• (4)

  Please, are you knowledgeable regarding apprenticeship and Goal 8?

• (5)

  If yes to Question 4, how can you describe the role of apprenticeship in developing Nigerian construction artisans’ skills from your perception?

• (6)

  As a stakeholder in the built environment sector, how can you evaluate the current construction apprenticeship practice?

• (7)

  Do you think there are perceived barriers facing skills development for artisans’ on-the-job training?

• (8)

  If yes to Question 7, what are the possible barriers?

• (9)

  If no to Question 7, why do you think so?

• (10)

  Please, what role can key stakeholders (government, employers and employees) play to improve skills development for artisans’ on-the-job training mechanism to achieve Goal 8?