Unemployment is a major issue in Nigeria because the youth finds it difficult or impossible to secure jobs that meet their expectations. There appears to be a mismatch between graduate skills and those sought by employers. The study investigated the effect of International Institute of Tropical Agriculture (IITA) youth Agripreneurs (IYA) programme on employment and income generation on cattle fattening enterprise under the N2Africa Borno youth project. A two-stage sampling procedure was used to select IYA participants and non-participants. Results revealed that the majority of respondents were males in both categories. It also indicated that youths who are in their productive age are more into cattle fattening enterprise in both categories. The study also found that, unemployment and skill acquisition are the main driving reasons for participating in IYA. It also indicated that both categories of respondents’ required external capital support for start-up of their enterprise, and that IYA programme participants on the average earn more income per month than nonparticipants. IYA programme participants generated more employment opportunities which implied that the programme had not only empowered participants but also made the participants’ become employers. The study recommended that there is a need to support youths with funds, access to trainings on capacity development and skill acquisition to make them self-employed and job creators.

Unemployment is a major issue in Nigeria because the youth finds it difficult or impossible to secure jobs that meet their expectations. There appears to be a mismatch between graduate skills and those sought by employers. The study investigated the effect of International Institute of Tropical Agriculture (IITA) youth Agripreneurs (IYA) programme on employment and income generation on cattle fattening enterprise under the N2Africa Borno youth project. A two-stage sampling procedure was used to select IYA participants and non-participants. Results revealed that the majority of respondents were males in both categories. It also indicated that youths who are in their productive age are more into cattle fattening enterprise in both categories. The study also found that, unemployment and skill acquisition are the main driving reasons for participating in IYA. It also indicated that both categories of respondents’ required external capital support for start-up of their enterprise, and that IYA programme participants on the average earn more income per month than non-participants. IYA programme participants generated more employment opportunities which implied that the programme had not only empowered participants but also made the participants’ become employers. The study recommended that there is a need to support youths with funds, access to trainings on capacity development and skill acquisition to make them self-employed and job creators.

Children and students with functional disorders are one of the target groups of the inclusive education. Students with functional disorders can adapt in general education schools faster if their intellectual development is within the normal range. This group usually consists of disabled students, but they are able to master general education programmes successfully with an assistant’s support. The purpose of the article is to explore the problems of assistants’ support for students with functional disorders in general education schools. Adaptation of these students to general education schools would facilitate their development and enable them to undertake further studies not only in vocational education, but also in higher educational institutions. Assistant’s support would promote the adaptation of these students to the class environment and ease the daily life of their parents. Having assessed the current situation, the authors conclude that the assistant’s support will be effective if the assistant’s functions and roles are recognized and if training of assistants for students with functional disorders in general education schools is ensured.

Children and students with functional disorders are one of the target groups of the inclusive education. Students with functional disorders can adapt in general education schools faster if their intellectual development is within the normal range. This group usually consists of disabled students, but they are able to master general education programmes successfully with an assistant’s support. The purpose of the article is to explore the problems of assistants’ support for students with functional disorders in general education schools. Adaptation of these students to general education schools would facilitate their development and enable them to undertake further studies not only in vocational education, but also in higher educational institutions. Assistant’s support would promote the adaptation of these students to the class environment and ease the daily life of their parents. Having assessed the current situation, the authors conclude that the assistant’s support will be effective if the assistant’s functions and roles are recognized and if training of assistants for students with functional disorders in general education schools is ensured.