An Assessment of the Challenges faced by Academically Trained Construction Workforce in Anambra State.

International Journal of Advanced Scientific and Technical Research ISSN 2249-9954 Available online on http://www.rspublication.com/ijst/index.html volume 15, No. 6, 2025 DOI: 10.5281/zenodo.17732630 Original Article ©2025 RS Publication, rspublicationh[email protected] 129 An Assessment of the Challenges faced by Academically Trained Construction Workforce in Anambra State. Anthony Uchenna Okoye 1 , Oluwatayomi Daniel Fadumo 1 , Adewunmi Adedoja Charles 2 ,Aluka Chinedu Franklin 1 and Adesina Musbau Adebola 1 Affiliations 1.Department of Building, Faculty of Environmental Sciences,Nnamdi Azikiwe University Awka -Anambra State. 2. Department of Building, Faculty of Environmental Sciences, Southern Delta University Ozoro, Delta State. Corresponding Author [email protected]g ARTICLE INFO ABSTRACT ©2025 RS Publication Paper ID: IJASTR69246ED263067 Received: 2025-10-27 Published: 2025-11-27 DOI: https://dx.doi.org/ 10.5281/zenodo.1773 2630 Page No: 129-135 The academically trained construction workforce refers to professionals who have undergone formal tertiary education in disciplines such as architecture, building, civil engineering etc .The effectiveness of these professionals is often constrained by systemic issues, including skills gaps, inadequate recognition, and weak industry-academia collaboration; thereby necessitating a focused examination of their roles and challenges within Anambra State .The aim of the study is to assess the challenges faced by academically trained construction workforce in Anambra state with a view for more effective participation of these professionals in the study area. Descriptive survey design was adopted as it is suitable for providing a comprehensive assessment of the challenges faced by academically trained workforce. The 200 questionnaires retrieved and found suitable was used for descriptive analysis .The findings show Seve(7,) challenges faced by professionals. Limited career advancement opportunities (4.15) ranked highest, followed by Inadequate practical training (4.13). Gender discrimination/inequality (3.70) ranked lowest, possibly due to the male-dominated sample. Low standard deviations indicate consistent responses. The study recommends that Continuous Professional Development that provide regular training programs for professionals to update skills in modern technologies and best practices should be implemented. Keywords: Academically Trained Professionals, Construction industry, Workforce International Journal of Advanced Scientific and Technical Research Available online on http://www.rspublication.com/ijst/index.html ISSN 2249-9954 Cite This Paper: Anthony Uchenna Okoye, Oluwatayomi Daniel Fadumo, Adewunmi Adedoja Charles, Aluka Chinedu Franklin and Adesina Musbau Adebola (2025). ""An Assessment of the Challenges faced by Academically Trained Construction Workforce in Anambra State."". INTERNATIONAL JOURNAL OF ADVANCED SCIENTIFIC AND TECHNICAL RESEARCH (IJASTR), vol. 15, no. 6, 2025, pp. 129-135. DOI: https://dx.doi.org/10.5281/zenodo.17732630 International Journal of Advanced Scientific and Technical Research ISSN 2249-9954 Available online on http://www.rspublication.com/ijst/index.html volume 15, No. 6, 2025 DOI: 10.5281/zenodo.17732630 Original Article ©2025 RS Publication, rspublicationh[email protected] 130 1.0 Introduction The construction industry is a pivotal sector of any economy, encompassing the design, construction, maintenance, and management of physical infrastructure such as buildings, roads, bridges, and utilities that support socio-economic activities (Ojo, Aina, and Adeyemi,2019).The academically trained construction workforce refers to professionals who have undergone formal tertiary education in disciplines such as architecture, building, civil engineering, electrical engineering, structural engineering, and quantity surveying; equipped with theoretical knowledge, technical expertise, and professional ethics (Andrews and Higson, 2008).The role of the academically trained construction workforce in Anambra State is intricately linked to national and project-specific goals, particularly in achieving quality infrastructure, economic advancement, and sustainable urban development.However, the effectiveness of these professionals is often constrained by systemic issues, including skills gaps, inadequate recognition, and weak industryacademia collaboration; thereby necessitating a focused examination of their roles and challenges within Anambra State (Olatunji, Aje, and Awodele, 2017).This study focuses on academically trained construction workforce including architects, engineers, quantity surveyors, and builders practicing in Awka, Anambra State. The significance of this study lies in its potential to improve the understanding of the crucial role that academically trained construction workforce play in community development of the state , particularly in developing states like Anambra state.The aim of the study is to assess the challenges faced by academically trained construction workforce in Anambra state with a view for more effective participation of these professionals in the study area. 2.0 Literature Review A critical concern is the skills gap among professionals, despite Nigeria’s output of engineering and construction graduates, many lack practical competencies in modern techniques like Building Information Modeling (BIM) or sustainable construction (Ojo and Aina, 2019). This disconnect between academia and industry has led to reliance on unqualified personnel, contributing to structural failures such as the frequent building collapses reported by the Nigerian Institute of Building (NIOB, 2021). The shortage of skilled labour is not unique to Nigeria; comparative studies in South Africa highlight similar gaps in vocational training (Windapo, 2014). Addressing these challenges requires integrating academically trained professionals who possess technical expertise, ethical standards, and project management skills to improve quality and accountability (Ogunde et al., 2017). 2.1 Challenges Faced by Academically Trained Construction Workforce The Nigerian construction industry experiences various obstacles which prevent academic members from delivering effective contributions to their field. Academically trained construction professionals in Nigeria encounter various problems including insufficient training resources and substandard workplace environments together with restricted professional growth possibilities and International Journal of Advanced Scientific and Technical Research ISSN 2249-9954 Available online on http://www.rspublication.com/ijst/index.html volume 15, No. 6, 2025 DOI: 10.5281/zenodo.17732630 Original Article ©2025 RS Publication, rspublicationh[email protected] 131 outdated construction tools and technologies (Adeleke, Bahaudin, and Kamaruddeen, 2019). A detailed examination of such difficulties and their industrial effects takes place in this section. Nigerian academically trained construction professionals encounter multiple obstacles in their professional work. The professionals encounter three (3) major drawbacks in their work environment which include restricted career growth pathways together insufficient pay and substandard workplace conditions (Adeleke, Bahaudin, and Kamaruddeen, 2019). Certain academic training may fails to meet the needs of the construction industry which causes graduates to be underprepared when entering the professional realm (Olatunji et al., 2017). The solution to these challenges requires partnerships between academics and industrial stakeholders alongside funding programs that develop training capabilities for professionals. The development of relevant skills and understanding within professionals will enable Nigeria to maximize its construction sector while sustaining ongoing development initiatives. 1. Inadequate Practical Training: Academically trained construction professionals experience major difficulties because their academic training fails to meet industry standards. According to research by Olatunji et al. (2017) contemporary building sector employees missing vital practical competencies and experience needed when performing on the job. Most academic programs focus on theory without offering adequate experiential learning through real-world construction works to students.Adeleke, Bahaudin, and Kamaruddeen (2019) demonstrates that the skills gap regularly produces unready graduates who fail to meet industry requirements which leads them to perform poorly at work and affect their career progress. The solution demands improved alliances between educational institutions and businesses together with practical training components in educational programs. 2. Poor Working Conditions: Nigerian construction professionals who receive academic training experience poor working environments that includes extended hours combined with scanty pay and insufficient safety protocols (Ibrahim, Oladapo, and Adekoya, 2018). Unfavourable working conditions at the job site simultaneously reduces work output and diminishes job based satisfaction of staff members while creating substantial health and safety challenges.Construction sites facing safety equipment shortages together with in-adequate safety procedures results in multiple worker accidents and injuries (Adeyemi, Ojo, and Aina, 2020). Professional remuneration without benefits causes skilled workers to avoid long-term commitment to the construction industry thus resulting in a serious shortage of professional employees (Ojo, Aina, and Adeyemi, 2019). 3. Limited Career Advancement Opportunities: The key obstacle for academically prepared construction professionals exists in their inability to advance their careers. The scarcity of both promotional steps and development chances in careers prevents numerous professionals from advancing their positions (Adeleke, Bahaudin, and Kamaruddeen, 2019). Nepotism and favoritism dominate the industry causing further career impediments because senior employees choose candidates based on personal connections instead of qualifications.Young professionals face challenges in the industry because there are no established career pathways along with inadequate mentorship support (Olatunji, Aje, and Awodele, 2017). Construction firms must establish open promotional guidelines which combine with ongoing professional training opportunities to solve this issue. 4. Lack of Modern Tools and Technologies: The Nigerian construction sector shows slow progress in adopting contemporary tools and modern technologies thereby creating difficulties for academically qualified professionals to work with maximum efficiency. Numerous construction companies persist with obsolete equipment together with ancient construction techniques which prove both unrewarding International Journal of Advanced Scientific and Technical Research ISSN 2249-9954 Available online on http://www.rspublication.com/ijst/index.html volume 15, No. 6, 2025 DOI: 10.5281/zenodo.17732630 Original Article ©2025 RS Publication, rspublicationh[email protected] 132 on time and demanding on labour resources (Ebekozien and Aigbavboa 2021). The current limitations on professional delivery of top-quality projects together with the suppression of innovative ideas reflect directly from the lack of modern tools and technologies. Building Information Modelling (BIM) along with other advanced technologies exhibit limited use in Nigeria even though their potential to transform the industry remains vast (Adeyemi, Ojo, and Aina, 2020). Modern tool and technology investments represent a crucial impediment which restrains the development trajectory of the construction sector in Nigeria. 5. Corruption and Unethical Practices: The Nigerian construction industry suffers from extensive corruption while academically trained professionals must deal with its consequences. Professionals working in the industry experience regular demands to participate in un-ethical activities including bribery alongside contract inflation and substandard material usage for project acquisition or meeting schedule requirements (Ibrahim, Oladapo, and Adekoya, 2018). The un-ethical practices damage project quality while compromising project safety standards while simultaneously weakening industrial trust among the public. Construction-related corruption should be fought through absolute compliance with anti-corruption regulations and through improved transparency in construction procurement processes. The population of professionals needs structured encouragement to maintain ethical conduct and report all instances of corruption including misconduct during their work. 6. Inadequate Recognition and Support: Professionals who graduate from academic programs receive insufficient appreciation combined with lacking support for their work in the construction field. Adeleke, Bahaudin, and Kamaruddeen (2019) explains that such feelings of devaluation lead to decreased professional commitment and satisfaction. The community fails to acknowledge construction work though professionals view it as skilled rather than purely manual labour. A higher recognition of academically trained staff within the construction sector requires immediate focus to improve their standing. Nigeria-building contributions from academically trained professionals should be recognized through media initiatives and professional honors as well as other public acknowledgment methods. 7. Gender Inequality: Professional construction experts who have academic training encounter substantial gender-related obstacles within their Nigerian workplace environment. Women working in construction encounter regular biases and discrimination that halt their route toward professional achievements (Olatunji, Aje, and Awodele, 2017). The construction industry experiences underrepresentation of female workers primarily in fields which mainly hire men such as engineering and site management. Promoting gender equality in construction requires all companies to establish policies that develop and keep and elevate women professionals throughout their organizations. Equal opportunities for training and promotion must be provided along with a supportive work environment that handles the special difficulties women encounter at work. Summarily,academically trained professionals encounter significant barriers, including inadequate practical training, poor working conditions, limited career advancement opportunities, and lack of modern tools (Olatunji et al., 2017; Adeleke et al., 2019). Corruption and unethical practices further undermine project quality and public trust (Ibrahim et al., 2018). Gender inequality and inadequate recognition also discourages professional commitment, particularly for female professionals in Anambras male-dominated industry (Olatunji et al., 2017). International Journal of Advanced Scientific and Technical Research ISSN 2249-9954 Available online on http://www.rspublication.com/ijst/index.html volume 15, No. 6, 2025 DOI: 10.5281/zenodo.17732630 Original Article ©2025 RS Publication, rspublicationh[email protected] 133 3.0 Methodology Descriptive survey design was adopted as it is suitable for providing a comprehensive assessment of the challenges faced by academically trained workforce, and the how it influences their performance to community development (Adeleke et al., 2019). The Area of study is Awka South LGA, Anambra State .The population for this study comprises registered professionals from key statutory bodies in the construction industry, including Builders (70), Civil Engineers (26), Electrical Engineers (29), Structural Engineers (20), Architects (60), and Quantity Surveyors (50).The sampling technique employed for this study was Quota Sampling, which was used for the questionnaire survey.Data for this study are collected through both primary and secondary sources to ensure a comprehensive and robust analysis of the research problem.For this study, quantitative analysis was employed to analyze data, using statistical tools and methods to derive meaningful insights from the collected information. 4.0 Findings Out of the distributed question, 200 questionnaires were retrieved and found suitable for analysis based on completeness and consistency. S/N Challenge 5 4 3 2 1 ΣF Mean SD Ranking 1 Limited career advancement opportunities 70 75 35 15 5 200 4.15 1.00 1st 2 Inadequate practical training 65 80 35 15 5 200 4.13 0.98 2nd 3 Gender discrimination/inequality 50 60 50 25 15 200 3.70 1.12 6th 4 Poor working conditions 60 75 40 20 5 200 4.05 1.02 3rd 5 Lack of modern tools and technologies 55 70 50 20 5 200 3.95 1.01 4th 6 Corruption and unethical practices 65 70 40 15 10 200 4.05 1.04 3rd 7 Inadequate recognition and support 50 65 55 20 10 200 3.75 1.07 5th Average 3.97 1.03 Source: Research’s fields Survey, 2025 International Journal of Advanced Scientific and Technical Research ISSN 2249-9954 Available online on http://www.rspublication.com/ijst/index.html volume 15, No. 6, 2025 DOI: 10.5281/zenodo.17732630 Original Article ©2025 RS Publication, rspublicationh[email protected] 134 Table 4.1. presents seven challenges faced by professionals,they includes :Limited career advancement opportunities (4.15) ranked highest, followed by Inadequate practical training (4.13). Gender discrimination/inequality (3.70) ranked lowest, possibly due to the male-dominated sample. Low standard deviations indicate consistent responses.The identified challenges remains consistent with the study by Olatunji et al.,( 2017). 5.0 Conclusion: The study concludes that the major challenges facing academic trained professionals includes: limited career advancement and inadequate practical training, with gender inequality being less prominent due to the male-dominated workforce.This study makes significant contributions to the body of knowledge in the field of construction management, particularly within the context of Anambra State, Nigeria. 6.0 Recommendations : The study recommends that Continuous Professional Development that provide regular training programs for professionals to update skills in modern technologies and best practices should be implemented. 7.0 References Adeyemi, A. Y., Ojo, S. O., and Aina, O. O. (2020). The role of architects and engineers in promoting sustainable construction practices in Nigeria. Journal of Sustainable Development, 13(2), 45-60. AAdeleke, A. Q., Bahaudin, A. Y., and Kamaruddeen, A. M. (2019). Challenges of skilled labour in the Nigerian construction industry. International Journal of Construction Management, 19(3), 234245. Andrews, J., and Higson, H. (2008). Graduate employability, soft skillsversus hardbusiness knowledge: A European study. Higher Education in Europe, 33(4), 411-422. Ebekozien, A., and Aigbavboa, C. O. (2021). Adoption of modern technologies in the Nigerian construction industry: Barriers and strategies. Construction Innovation, 21(1), 123-140 Ibrahim, A. D., Oladapo, A. A., and Adekoya, O. A. (2018). Corruption in the Nigerian construction industry: Causes and solutions. Journal of Construction in Developing Countries, 23(1), 1-18. Nigerian Institute of Building (NIOB). (2021). Report on building collapse in Nigeria (2010–2020). NIOB. Oboririen, M. O. (2012). Professional buildersrole in Nigerian development. The Journal of the Federation of Construction Industry, 12(2), 5-10. Ogunde, A., Owolabi, J., Olatunji, S., and Olaolu, O. (2017). Challenges confronting construction project delivery in Nigeria. Journal of Engineering, Design, and Technology, 15(5), 652–670 International Journal of Advanced Scientific and Technical Research ISSN 2249-9954 Available online on http://www.rspublication.com/ijst/index.html volume 15, No. 6, 2025 DOI: 10.5281/zenodo.17732630 Original Article ©2025 RS Publication, rspublicationh[email protected] 135 (Ojo, S. O., Aina, O. O., and Adeyemi, A. Y. (2019). The Nigerian construction industry: Issues, challenges, and opportunities. International Journal of Construction Management, 19(4), 321-335. Olatunji, O. A., Aje, I. O., and Awodele, O. A. (2017). Bridging the gap between academia and industry in the Nigerian construction sector. Journal of Professional Issues in Engineering Education and Practice, 143(2), 1-10. Ojo, S. O., and Aina, O. O. (2019). Skills gap among construction professionals in Nigeria: The role of academia. International Journal of Construction Management, 19(4), 321–335. Windapo, A. O. (2014). Skilled labour shortage in the South African construction industry. Acta Structilia, 21(1), 1–22.