This document summarizes a study that explored higher education students' access to information and
communications technology (ICT) and how it impacts their preparation for the labor market in Cross River State,
Nigeria. The study hypothesized that students' access to ICT is low, access to ICT improves labor market
preparation, and level of ICT access influences preparation. A survey was administered to 450 students across
three higher institutions, and results showed students' ICT access was significantly low and better ICT access
was linked to better labor market preparation and influence on preparation.
AN OVERVIEW OF COMPUTER SCIENCE MASTER DEGREE PROGRAMS IN THE STATE OF CALIFO...IJITE
A sound education in information technology fuels the success of individuals as well as corporations in the modern life. Information technology offers numerous opportunities but faces unique challenges in the United States. In a populous state like California, where Computer Science (CS) has been taught at the college level since the 1950s, these problems are even acute. This article provides an overview of the current state of affairs in CS in California. We include wisdom from lessons learned from efforts to offer quality education in both public and private universities in California. In particular, we focus on the
differential school system and the educational landscape of CS education in this state.
EMPLOYEE COMPETENCIES AS THE PREDICTORS OF THE PERFORMANCE MANAGEMENT SYSTEM:...IAEME Publication
The authors report the results of an empirical research study carried out, how the
employee competencies will effect Performance Management System in IT Enabled
Service companies. A survey of 900 employees working in IT Enabled Service
companies around Hyderabad Metro consisting of 550 men and 350 women employees
using a structured questionnaire was carried out. The study empirically measured the
effect of four independent variables, the employee competencies– personal
competencies, knowledge level competencies, job-related competencies and
communication and interpersonal competencies on a dependent variable performance
management system in IT Enabled Services companies
Target These 15 Countries For Exceptional Tech TalentSonal Shahid
The benefits offered by remote work (such as low operational costs, access to the global talent pool, etc.) have lured many companies into hiring remote talent and building distributed teams. If your company is looking for exceptional tech minds, these countries must be on your hiring radar.
This slideshow is taken from an article originally published - https://www.skuad.io/blog/15-countries-companies-should-target-for-hiring-their-next-tech-talent/
AN OVERVIEW OF COMPUTER SCIENCE MASTER DEGREE PROGRAMS IN THE STATE OF CALIFO...IJITE
A sound education in information technology fuels the success of individuals as well as corporations in the modern life. Information technology offers numerous opportunities but faces unique challenges in the United States. In a populous state like California, where Computer Science (CS) has been taught at the college level since the 1950s, these problems are even acute. This article provides an overview of the current state of affairs in CS in California. We include wisdom from lessons learned from efforts to offer quality education in both public and private universities in California. In particular, we focus on the
differential school system and the educational landscape of CS education in this state.
EMPLOYEE COMPETENCIES AS THE PREDICTORS OF THE PERFORMANCE MANAGEMENT SYSTEM:...IAEME Publication
The authors report the results of an empirical research study carried out, how the
employee competencies will effect Performance Management System in IT Enabled
Service companies. A survey of 900 employees working in IT Enabled Service
companies around Hyderabad Metro consisting of 550 men and 350 women employees
using a structured questionnaire was carried out. The study empirically measured the
effect of four independent variables, the employee competencies– personal
competencies, knowledge level competencies, job-related competencies and
communication and interpersonal competencies on a dependent variable performance
management system in IT Enabled Services companies
Target These 15 Countries For Exceptional Tech TalentSonal Shahid
The benefits offered by remote work (such as low operational costs, access to the global talent pool, etc.) have lured many companies into hiring remote talent and building distributed teams. If your company is looking for exceptional tech minds, these countries must be on your hiring radar.
This slideshow is taken from an article originally published - https://www.skuad.io/blog/15-countries-companies-should-target-for-hiring-their-next-tech-talent/
Top 10 Cited Articles - International Journal of Managing Information Technol...IJMIT JOURNAL
The International Journal of Managing Information Technology (IJMIT) is a quarterly open access peer-reviewed journal that publishes articles that contribute new results in all areas of the strategic application of information technology (IT) in organizations. The journal focuses on innovative ideas and best practices in using IT to advance organizations – for-profit, non-profit, and governmental. The goal of this journal is to bring together researchers and practitioners from academia, government and industry to focus on understanding both how to use IT to support the strategy and goals of the organization and to employ IT in new ways to foster greater collaboration, communication and information sharing both within the organization and with its stakeholders. The International Journal of Managing Information Technology seeks to establish new collaborations, new best practices, and new theories in these areas
Socio Economic Status and Female Enrollment in Engineering and Technology Pro...ijtsrd
Educational goals and systems around the world differ in many respects. The concerns to meet up with the science educational goals regarding the supply of human resources originate from the decreasing number of qualified female candidates for admission into the field of science and engineering in tertiary education in Cameroon. The objective of this study was to investigate the impact of socio economic status on female enrolment in Engineering and Technology programmes in Anglo Saxon state universities of Cameroon. The study used a cross sectional research design, and multi stage sampling technique was used to randomly select 276 respondents from the universities of Bamenda and Buea. Both quantitative and qualitative data were collected using structured questionnaire and interview schedules with 10 parents whose children are admitted in engineering and technology programs in the English speaking state universities. Descriptive statistics, point biserial and binary logit regression analysis were performed to achieve the stated specific objectives of the study. Content analysis was used to analyse the qualitative data. The findings revealed that, socio economic status of parents correlate significantly to students’ enrolment in engineering and technology. The null hypothesis tested was rejected. It is recommended that parents should feature prominently in future educational activities of their children. Nfor Julius Cheny "Socio-Economic Status and Female Enrollment in Engineering and Technology Programmes in Anglo-Saxon State Universities of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30789.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/30789/socioeconomic-status-and-female-enrollment-in-engineering-and-technology-programmes-in-anglosaxon-state-universities-of-cameroon/nfor-julius-cheny
The polytechnic education is backed by law establishing a separate entity to deal with skills acquisition in various field of endeavour especially related to vocation. It aims among other things to help create an answer to the need of the country’s technological advancement and to provide the capable manpower for the nations industries and to equip the students with skills acquisition for sustainable development.
This paper examines the role of polytechnic education and skills acquisition; its challenges and prospects. The paper will also find out if polytechnic education is the key to skill acquisition in a nation where the youths are unemployed at the same time show whether the polytechnic education is achieving this mandate for which it was created for.
Role of ICT in Shaping the Future of Pakistani Higher Education SystemZaffar Ahmed Shaikh
This study examined the challenges faced by the Pakistani higher education system (HES) in integrating information and communication technology (ICT); it aimed at understanding ICT needs, measuring the increase in ICT demand, determining the relationship between ICT and HES performance, and understanding how the HES copes with the challenges of implementing ICT. The results of these analyses were used as the basis to suggest solutions. The normative Delphi method was applied to evaluate a sample of 30 HES experts randomly selected from urban and rural areas of Pakistan by administering a literature-based 35-item questionnaire. The
experts revealed significant gaps in ICT demand and supply, ICT use, ICT-based higher education problems, and reasons for delays in ICT integration and provided suggestions for developing ICT-driven HES in Pakistan. This
study’s findings suggest that an effective and robust HES ICT policy could greatly improve the status of the Pakistani knowledge-based economy, thus helping establish ICT policy and planning, administration, and integration at the higher education level.
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Constraint to Effective use of ICT on Islamic Education A Critical Analysis o...YogeshIJTSRD
This research focused and analyze some problems that militate the effective use of ICT on Islamic education in secondary schools. These problems include Lack of technical knowhow by the teachers, Interest of parental influence, Lack of maintenance, Lack of political will to support ICT programme, Inadequate provision of modern ICT facilities, Irregular power supply and Lack of Arabic language to use Islamic gadget. Survey research design is adopted in the study and validated self structure questionnaire is raise and use to obtain data about 111 questionnaires were randomly distributed to both public and private secondary school teachers in Jos, Plateau state. The quantitative data returned were evaluated using descriptive statistics and further analyzed using Independent sample Mann Whitney U test in SPSS version 25 . The results of the study reveal that there is an Insignificant difference between public and private secondary school to the challenges faces to effective use of ICT with Z= .508 at P .05 level of significance, where we retain the null hypothesis of the statistical test. It is recommended that ICT programme should be implemented and make it compulsory to each and every school by the government, continues training of ICT skill to teachers and buying of modern facilities should be adhere, and involvement of parent and political leaders should be encourage, equally they should motivate and sponsored the ICT resources and programme respectively to their various home and zones. Dr. Mustapha Garba Muhammad | Adam Mustapha Garba | Garba Sufiyanu Mustapha "Constraint to Effective use of ICT on Islamic Education: A Critical Analysis of Public and Private Secondary School" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38715.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/38715/constraint-to-effective-use-of-ict-on-islamic-education-a-critical-analysis-of-public-and-private-secondary-school/dr-mustapha-garba-muhammad
Women in STEM: Closing the Gender Gap to National Transformationiosrjce
The study examined the differences between enrolment and completion of students admitted into
science, technology, engineering and technology based undergraduate courses in Michael Okpara University of
Agriculture, Umudike. The population consists of all students admitted into the university from 2004/2005 to
2005/2006 academic sessions upwards who started graduating from 2008/2009 to 2010/2011. All members of
the population were used for the study. Three research questions were asked and three hypotheses tested to
guide the study. Percentages were used to answer the research questions while t-test was used to test the
hypotheses. Results showed significant differences between male and female students’ enrolment, graduation
and non-completion rates in STEM disciplines in Michael Okpara University of Agriculture, Umudike. It is
recommended that greater attention be given to ameliorate the factors that militate against female participation
in STEM.
ICT Utilization in Secondary Schools in Ede South Local Government, Osun Stat...EECJOURNAL
This paper investigated the use of information communication and technology (ICT) for effective management of secondary schools in Ede South Local Government. The study investigated the level of availability of ICT facilities in schools, the capacity for using ICT facilities for teaching-learning process, the perceived benefits of using ICT and the problems facing the use of ICT in secondary schools. It was found that the level of provision of ICT equipment to secondary schools in the State was low. The intermittent disruption of electricity and inadequate funding were found as major problem inhibiting the usage of ICT equipment for the management of schools in the State. It was concluded that the State Government was not fully ready to imbibe (ICT) for the effective management of secondary schools in the State. It was recommended that the State government should supply the necessary ICT equipment to all secondary schools in the State. Government should also improve the training of principals, teachers and computer personnel in the use of computers and other ICT equipment through seminars, workshops and in-services training
TVET as a Means of Synergy in Industrial DevelopmentKataka Karani
Education is a means of social, political, industrial, and economic development. Current global developments, the influence and impact of information technology on spheres of work and life call for a review of the existing TVET policy and strategy framework. The growth and success of TVET in Kenya depends on how swiftly the sector responds to prevailing, emerging and inherent challenges in a developing economy.
There is a worldwide shift in the production process, trade and communications. Human capital requirements, especially as a result of the ICT revolution, have experienced rapid growth but more can be done to make learners more competent at work.
The Kenya government recognized the possibility of a skills gap and established an umbrella body for selection of college and university students as an effort to boost TVET admissions. Plans are ongoing to increase the number of TVET institutions. The determinants of the quality of education and training include; government policy, quality of teachers, learners, the learning environment, facilities for learning and the curricula organization. This paper highlights how competence in TVET may be enhanced. It looks at the allocation of training lessons to reduce emphasis on lecturing and classroom sessions and incorporate guided research hours to enable learners come up with working industrial projects, allowing students to be attached to industries from their first year in college to completion of their studies, being accommodative to self paced learning. Updating the curriculum to incorporate learning of Assembly programming in modular engineering courses and the incorporation of flexible teaching and learning to reduce direct contact hours and allow space for creativity, inventiveness and innovativeness.
Reformed TVET will provide a more competent and efficient workforce able to face challenges of modern technology.
Top 10 Cited Articles - International Journal of Managing Information Technol...IJMIT JOURNAL
The International Journal of Managing Information Technology (IJMIT) is a quarterly open access peer-reviewed journal that publishes articles that contribute new results in all areas of the strategic application of information technology (IT) in organizations. The journal focuses on innovative ideas and best practices in using IT to advance organizations – for-profit, non-profit, and governmental. The goal of this journal is to bring together researchers and practitioners from academia, government and industry to focus on understanding both how to use IT to support the strategy and goals of the organization and to employ IT in new ways to foster greater collaboration, communication and information sharing both within the organization and with its stakeholders. The International Journal of Managing Information Technology seeks to establish new collaborations, new best practices, and new theories in these areas
Socio Economic Status and Female Enrollment in Engineering and Technology Pro...ijtsrd
Educational goals and systems around the world differ in many respects. The concerns to meet up with the science educational goals regarding the supply of human resources originate from the decreasing number of qualified female candidates for admission into the field of science and engineering in tertiary education in Cameroon. The objective of this study was to investigate the impact of socio economic status on female enrolment in Engineering and Technology programmes in Anglo Saxon state universities of Cameroon. The study used a cross sectional research design, and multi stage sampling technique was used to randomly select 276 respondents from the universities of Bamenda and Buea. Both quantitative and qualitative data were collected using structured questionnaire and interview schedules with 10 parents whose children are admitted in engineering and technology programs in the English speaking state universities. Descriptive statistics, point biserial and binary logit regression analysis were performed to achieve the stated specific objectives of the study. Content analysis was used to analyse the qualitative data. The findings revealed that, socio economic status of parents correlate significantly to students’ enrolment in engineering and technology. The null hypothesis tested was rejected. It is recommended that parents should feature prominently in future educational activities of their children. Nfor Julius Cheny "Socio-Economic Status and Female Enrollment in Engineering and Technology Programmes in Anglo-Saxon State Universities of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30789.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/30789/socioeconomic-status-and-female-enrollment-in-engineering-and-technology-programmes-in-anglosaxon-state-universities-of-cameroon/nfor-julius-cheny
The polytechnic education is backed by law establishing a separate entity to deal with skills acquisition in various field of endeavour especially related to vocation. It aims among other things to help create an answer to the need of the country’s technological advancement and to provide the capable manpower for the nations industries and to equip the students with skills acquisition for sustainable development.
This paper examines the role of polytechnic education and skills acquisition; its challenges and prospects. The paper will also find out if polytechnic education is the key to skill acquisition in a nation where the youths are unemployed at the same time show whether the polytechnic education is achieving this mandate for which it was created for.
Role of ICT in Shaping the Future of Pakistani Higher Education SystemZaffar Ahmed Shaikh
This study examined the challenges faced by the Pakistani higher education system (HES) in integrating information and communication technology (ICT); it aimed at understanding ICT needs, measuring the increase in ICT demand, determining the relationship between ICT and HES performance, and understanding how the HES copes with the challenges of implementing ICT. The results of these analyses were used as the basis to suggest solutions. The normative Delphi method was applied to evaluate a sample of 30 HES experts randomly selected from urban and rural areas of Pakistan by administering a literature-based 35-item questionnaire. The
experts revealed significant gaps in ICT demand and supply, ICT use, ICT-based higher education problems, and reasons for delays in ICT integration and provided suggestions for developing ICT-driven HES in Pakistan. This
study’s findings suggest that an effective and robust HES ICT policy could greatly improve the status of the Pakistani knowledge-based economy, thus helping establish ICT policy and planning, administration, and integration at the higher education level.
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Constraint to Effective use of ICT on Islamic Education A Critical Analysis o...YogeshIJTSRD
This research focused and analyze some problems that militate the effective use of ICT on Islamic education in secondary schools. These problems include Lack of technical knowhow by the teachers, Interest of parental influence, Lack of maintenance, Lack of political will to support ICT programme, Inadequate provision of modern ICT facilities, Irregular power supply and Lack of Arabic language to use Islamic gadget. Survey research design is adopted in the study and validated self structure questionnaire is raise and use to obtain data about 111 questionnaires were randomly distributed to both public and private secondary school teachers in Jos, Plateau state. The quantitative data returned were evaluated using descriptive statistics and further analyzed using Independent sample Mann Whitney U test in SPSS version 25 . The results of the study reveal that there is an Insignificant difference between public and private secondary school to the challenges faces to effective use of ICT with Z= .508 at P .05 level of significance, where we retain the null hypothesis of the statistical test. It is recommended that ICT programme should be implemented and make it compulsory to each and every school by the government, continues training of ICT skill to teachers and buying of modern facilities should be adhere, and involvement of parent and political leaders should be encourage, equally they should motivate and sponsored the ICT resources and programme respectively to their various home and zones. Dr. Mustapha Garba Muhammad | Adam Mustapha Garba | Garba Sufiyanu Mustapha "Constraint to Effective use of ICT on Islamic Education: A Critical Analysis of Public and Private Secondary School" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38715.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/38715/constraint-to-effective-use-of-ict-on-islamic-education-a-critical-analysis-of-public-and-private-secondary-school/dr-mustapha-garba-muhammad
Women in STEM: Closing the Gender Gap to National Transformationiosrjce
The study examined the differences between enrolment and completion of students admitted into
science, technology, engineering and technology based undergraduate courses in Michael Okpara University of
Agriculture, Umudike. The population consists of all students admitted into the university from 2004/2005 to
2005/2006 academic sessions upwards who started graduating from 2008/2009 to 2010/2011. All members of
the population were used for the study. Three research questions were asked and three hypotheses tested to
guide the study. Percentages were used to answer the research questions while t-test was used to test the
hypotheses. Results showed significant differences between male and female students’ enrolment, graduation
and non-completion rates in STEM disciplines in Michael Okpara University of Agriculture, Umudike. It is
recommended that greater attention be given to ameliorate the factors that militate against female participation
in STEM.
ICT Utilization in Secondary Schools in Ede South Local Government, Osun Stat...EECJOURNAL
This paper investigated the use of information communication and technology (ICT) for effective management of secondary schools in Ede South Local Government. The study investigated the level of availability of ICT facilities in schools, the capacity for using ICT facilities for teaching-learning process, the perceived benefits of using ICT and the problems facing the use of ICT in secondary schools. It was found that the level of provision of ICT equipment to secondary schools in the State was low. The intermittent disruption of electricity and inadequate funding were found as major problem inhibiting the usage of ICT equipment for the management of schools in the State. It was concluded that the State Government was not fully ready to imbibe (ICT) for the effective management of secondary schools in the State. It was recommended that the State government should supply the necessary ICT equipment to all secondary schools in the State. Government should also improve the training of principals, teachers and computer personnel in the use of computers and other ICT equipment through seminars, workshops and in-services training
TVET as a Means of Synergy in Industrial DevelopmentKataka Karani
Education is a means of social, political, industrial, and economic development. Current global developments, the influence and impact of information technology on spheres of work and life call for a review of the existing TVET policy and strategy framework. The growth and success of TVET in Kenya depends on how swiftly the sector responds to prevailing, emerging and inherent challenges in a developing economy.
There is a worldwide shift in the production process, trade and communications. Human capital requirements, especially as a result of the ICT revolution, have experienced rapid growth but more can be done to make learners more competent at work.
The Kenya government recognized the possibility of a skills gap and established an umbrella body for selection of college and university students as an effort to boost TVET admissions. Plans are ongoing to increase the number of TVET institutions. The determinants of the quality of education and training include; government policy, quality of teachers, learners, the learning environment, facilities for learning and the curricula organization. This paper highlights how competence in TVET may be enhanced. It looks at the allocation of training lessons to reduce emphasis on lecturing and classroom sessions and incorporate guided research hours to enable learners come up with working industrial projects, allowing students to be attached to industries from their first year in college to completion of their studies, being accommodative to self paced learning. Updating the curriculum to incorporate learning of Assembly programming in modular engineering courses and the incorporation of flexible teaching and learning to reduce direct contact hours and allow space for creativity, inventiveness and innovativeness.
Reformed TVET will provide a more competent and efficient workforce able to face challenges of modern technology.
Status of Information and Communication Technology Training and Support for S...ijtsrd
Education is perceived in this piece as a process of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, support and research. ICT has a very significant place in the education process that involves teachers and instruction. Information and communication technology have become within a very short time, one of the basic building blocks of modern society including Science and technology teachers. The purpose of the study is to determine the status of ICT training and support for science and technology teacher educators in colleges of education within Southeast Nigeria. The study adopted a survey research design. The population of the study consisted of 454 science and technology teacher educators in colleges of education within Southeast state Nigeria. The instrument was subjected to face validation by three experts. The reliability coefficients of the instrument for the study is 0.98 using Cronbach's Alpha formula. Five research questions that guided the study were answered using mean and standard deviation. Five research hypotheses were tested at 0.5 level of significance using one way ANOVA. Among the findings of the study were that, there is low ICT training, support and competence for science and technology teacher educators. It was concluded, among others, that government should help. Ezenma Chimezie Bernard ""Status of Information and Communication Technology Training and Support for Science and Technology Teacher Educators in Colleges of Education in Southeast, Nigeria"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21511.pdf
Paper URL: https://www.ijtsrd.com/computer-science/multimedia/21511/status-of-information-and-communication-technology-training-and-support-for-science-and-technology-teacher-educators-in-colleges-of-education-in-southeast-nigeria/ezenma-chimezie-bernard
Challenges of Integrating ICT in Education and the Way Forward(1).docxAbbahEzekielOnucheoj
Introduction
Information and Communication Technology(ICT) in education is a recent development. In developed countries, ICT has been fully integrated into formal teaching and learning processes based on their advancement in technology as well as economic and otherwise wellbeing. The story is different with developing countries, where information and communication technological knowhow is especially low. Though developing countries have embraced this phenomenon, the use of ICT in education is faced with myriads of challenges ranging from economic, social, political, to cultural and technical barriers. This paper focuses on the challenges experienced in the integration of ICT in education and the various ways these challenges can be tackled. Since these challenges are not pronounced in developed countries, Nigeria (a developing country where these challenges are very much pronounced) is chosen as a case study.
The Challenges of integrating ICT in Education and the Way Forward
According to Esoswo Francisca Ogbomo, “There are so many factors that hinder the effective utilization of ICT in education” (10). Integration of ICT into the system of education was discussed by a number of authors such as Hargreaves (1994), Lawton (1994), Lai (2001), Ringstaff (1995), Murray and Campbell (2000), Billowes (1999), and others. It was emphasised that the change in teaching and learning while integrating information and communication technologies is a long process which requires a lot of resources and depends on every individual teacher, thus creating a number of challenges. Some of these challenges are adumbrated and discussed below.
Nigerian Universities are facing huge challenges on the adoption of information and communication technology like other renowned universities of the world. This is as a result of various factors which include but not limited to cost of internet data and electronic services, fear of change, computer illiteracy, fear of being made redundant, lack of facilities, internet and electronic security, inconsistency in electricity supply and the need for continuous training of staff.
Labour Market Core Skills Requirements And University Graduate Soft Skills Co...ResearchWap
Education is a means of empowerment to an individual and the society. Also, it is a solid tool for developing human capacity needed for a sustainable national development. Tertiary education, which comprises universities, polytechnics, colleges of education and mono technics, has been recognised as a means of developing human capacity required for sustainable national growth and development. Categorically, universities are saddled with the responsibility of developing high-level manpower within the setting of the requirements of the nation. As a result of the globalisation, data innovation and revolution in the present-day learning-based economy, so much prospect has been placed on universities in creating, outfitting and transmitting information for sustainable development and improved standard of living. Consequently, the university plays a critical part in engendering the human capacities with respect to authority, administration and technical expertise.
Utilization of digital technology tools for instructional delivery in Federal...Dele-Abimbola Ojeniyi
Digital technology is an important tool of the 21st century and has consequently brought significant changes to the mode of teaching and instructional delivery in tertiary education institutions. This research aims at investigating the utilisation of digital technology tools for instructional delivery in Federal College of Education, Abeokuta (FCEAB) in Ogun State, Nigeria. One hundred academic staff of the FCEAB were randomly selected for this study, self structured questionnaire was used for data collection and data collected were analyzed using descriptive statistics of frequency count and percentages. The research revealed that the most available digital technology tools for teaching were Laptop computers, Projectors and Smartboards but despite the availability, they were not optimally utilized as a result of identified barriers, which includes unavailability of regular electrical power supply and limited digital literacy skills among academic staff. This research recommends the use of digital technology tools be encouraged and supported by the authority of the institution; continuous training of lecturers on the use of emerging digital technology tools be promoted, also the problem of epileptic power supply being experienced in Nigerian tertiary education institutions be critically looked into with the aim of solving it.
he paper evaluated the accessibility of Information and Communication
Technology (ICT) tools to business education lecturers and students.
Descriptive survey research design was adopted for the study. A total of 110
students and 20 lecturers were randomly selected from the department of
business education for the study. Two research questions guided the study
and one null hypothesis tested at 0.05 level of significance. The co-efficient
of 0.86 was obtained for the research instrument. Research questions were
reported as means and standard deviation values while T-test was used to test
the null hypothesis. The results showed that ICT supportive tools were
available for teaching and learning Business Education in Kwara State
College of Education Ilorin. Hence, there was no difference in perception of
lecturers and students accessibility of ICT tools. Respondents recommended
provision of adequate ICT tools by the government for teaching and learning
of business education. Trainings like seminars with workshop is of immense
importance for ICT support staff.
Teachers’ perceptions on challenges faced by rural secondary schools in the i...Premier Publishers
The paper analysed the teachers’ perceptions on challenges faced by rural secondary schools in the implementation of the technical and vocational education and training policy in Nkayi District in Zimbabwe. This study sought to investigate the challenges confronting teachers of rural secondary schools in Zimbabwe using the quantitative methodology. The study adopted the descriptive survey design. The target population comprised all secondary school teachers in Nkayi District. The sample consisted of 120 teachers of which 68 were female and 52 were male. The data were gathered through a questionnaire. The study revealed that most teachers had a positive attitude towards the TVET programme. It also revealed that schools faced many challenges as they tried to implement TVET. The study recommends that there should be more allocation of financial, material and human resources towards TVET in secondary schools.
Attending a job Interview for B1 and B2 Englsih learnersErika906060
It is a sample of an interview for a business english class for pre-intermediate and intermediate english students with emphasis on the speking ability.
Taurus Zodiac Sign_ Personality Traits and Sign Dates.pptxmy Pandit
Explore the world of the Taurus zodiac sign. Learn about their stability, determination, and appreciation for beauty. Discover how Taureans' grounded nature and hardworking mindset define their unique personality.
As a business owner in Delaware, staying on top of your tax obligations is paramount, especially with the annual deadline for Delaware Franchise Tax looming on March 1. One such obligation is the annual Delaware Franchise Tax, which serves as a crucial requirement for maintaining your company’s legal standing within the state. While the prospect of handling tax matters may seem daunting, rest assured that the process can be straightforward with the right guidance. In this comprehensive guide, we’ll walk you through the steps of filing your Delaware Franchise Tax and provide insights to help you navigate the process effectively.
Personal Brand Statement:
As an Army veteran dedicated to lifelong learning, I bring a disciplined, strategic mindset to my pursuits. I am constantly expanding my knowledge to innovate and lead effectively. My journey is driven by a commitment to excellence, and to make a meaningful impact in the world.
Enterprise Excellence is Inclusive Excellence.pdfKaiNexus
Enterprise excellence and inclusive excellence are closely linked, and real-world challenges have shown that both are essential to the success of any organization. To achieve enterprise excellence, organizations must focus on improving their operations and processes while creating an inclusive environment that engages everyone. In this interactive session, the facilitator will highlight commonly established business practices and how they limit our ability to engage everyone every day. More importantly, though, participants will likely gain increased awareness of what we can do differently to maximize enterprise excellence through deliberate inclusion.
What is Enterprise Excellence?
Enterprise Excellence is a holistic approach that's aimed at achieving world-class performance across all aspects of the organization.
What might I learn?
A way to engage all in creating Inclusive Excellence. Lessons from the US military and their parallels to the story of Harry Potter. How belt systems and CI teams can destroy inclusive practices. How leadership language invites people to the party. There are three things leaders can do to engage everyone every day: maximizing psychological safety to create environments where folks learn, contribute, and challenge the status quo.
Who might benefit? Anyone and everyone leading folks from the shop floor to top floor.
Dr. William Harvey is a seasoned Operations Leader with extensive experience in chemical processing, manufacturing, and operations management. At Michelman, he currently oversees multiple sites, leading teams in strategic planning and coaching/practicing continuous improvement. William is set to start his eighth year of teaching at the University of Cincinnati where he teaches marketing, finance, and management. William holds various certifications in change management, quality, leadership, operational excellence, team building, and DiSC, among others.
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Vol 3, No.11, 2011
Higher Institution Students’ Access to Information and
Communications Technology in Nigeria: Management
Imperatives for Labour Market Preparations
Akuegwu B A
Tel: +234-803-624-1413 E-mail: basakuegwu@gmail.com
Anijaobi-Idem F N
E-mail: francaanijah@yahoo.com
Ekanem E E
E-mail: ekpenyongekanem@yahoo.com
Department of Educational Administration and Planning,University of Calabar, PMB, 1115 Calabar-Nigeria
Abstract
This study explored higher institution students’ access to information and communications technology (ICT)
and their labour market preparations in Cross River State of Nigeria. This survey designed study had three
hypotheses which guided the investigation. With the use of stratified random sampling technique, 450 students
were drawn from students’ population in the three higher institutions studied. Data collection was carried out
using Students’ Access to ICT Inventory (SAII) and Students’ Labour Market Preparation Questionnaire
(SLMPQ). Population t-test (test of one sample mean), Independent t-test, One way Analysis of Variance and its
associated Fisher’s LSD Multiple Comparison Test were used to statistically analyze data collected for this
study. Results obtained revealed that higher institution students’ access to ICT tools is significantly low; higher
institution students who have access to ICT tools had better preparations for labour market than their
counterparts who have not and there is significant influence of higher institution students’ level of access to ICT
on their labour market preparation. It was therefore recommended that higher institutions in Cross River State
should diversify their curriculum to reflect labour market expectations.
Key words: Higher institution, students’ access, information and communications technology, labour market
preparations, management.
1. Introduction
United Nations define youths as those who fall within 15 to 25 years of age (UNDESA, 2005). By this
definition, university and other higher institution students fall under this age category. The need for the
preparation of youths for the labour market has become long overdue judging from the high unemployment
figure of 27.9 percent among the youths (National Bureau of Statistics, 2005). Incidentally, it is this group of
people (higher institution graduates) that have one of the highest unemployment rates in Nigeria which stood at
12.40 percent in 2003 (Federal Ministry of Education, 2006). This is in consonance with Bello in Babalola
(2007) who revealed that unemployment incidence in Nigeria is mostly felt among energetic youths within the
age ranges of 20 to 24, and 25 to 44 years more than any other age groups in Nigeria. By implication, many
youths wander around with dynamic resources without gainful employments. It therefore follows that these
youths have the strength to work, but there are no works for them to expend their energies on. This is therefore a
waste on the economy because those who have the ability to contribute towards its well-being do not have the
opportunity to do so. Alarmingly, Nigeria has one of the highest youth unemployment rates in the world, and
this constitutes a major social problem. According to UNESCO source, high unemployment is causing acute
poverty and serious social problems in Nigeria (Edukugho, 2004).
The cause of youth unemployment in Nigeria borders on the inability of the higher institutions to prepare their
students adequately for the labour market through the programmes they run. Labour market is a place where
buyers and sellers of labour are in close contact during which the wages and other conditions of service are
determined and agreed upon (Ande, 2005). The labour markets in this case are those organizations that employ
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higher institution graduates as their labour force. The products of these higher institutions will only fit into the
labour market if they possess the skills demanded by them for effective running of their organizations. Higher
institutions in Nigeria are known to lack relevant facilities to run their science and technology-related
programmes. In most cases, the curriculum contents still reflect the needs of the colonial masters, to the neglect
of the country’s needs. This is mainly observed in the Liberal Arts and Humanities’ Disciplines. This came to
the limelight when the managing director of one of the leading oil companies in Nigeria declared that Nigerian
graduates lack employable skills (Fanimo, Sanyaolu & Salau, 2008). It therefore follows that the skills
possessed by the products of our higher institutions are at variance with that required by the labour market.
The poor employable skills possessed by our higher institution products have long been recognized. A one- time
Minister of Education, Mrs Obiageli Ezekwesili once lamented that the high level of unemployment in the
country was a direct result of the poor education system inherited from the colonial masters. She observed that
the British education produced educated people without employable skills, adding that the British education
focused more on training individuals to be all-round gentlemen without inculcating in them the necessary skills
to help them survive in a highly competitive world (Shaibu, 2006). Similar opinion was expressed by Ikejiani in
Abaribe (2002:4) thus:
Our present education has been consumptive instead of productive. We teach our
youths to master their subjects to Nigerian needs in order to enable our school
leavers and graduates to solve the fundamental problems of living... our education
has been barren; so that very soon we shall face the problem of having many
“educated” people but none qualified to do the work needed for the welfare of the
people.
Babalola (2007) pointed out that skills possessed by university graduates are contrary to the needs of the labour
market leading to mismatch. According to him, skills mismatch is a major concern in Nigeria where tertiary
education graduates acquire skills that are not demanded by the labour market. Specifically, the skill mismatch
was more palpable in the areas of petroleum, gas, agriculture, manufacturing, solid minerals, tourism and ICT as
identified in the education sector status report produced by Federal Ministry of Education in 2003. This led to
low demand from the private sector for trained graduates from Nigerian universities. The consequence of this is
increase in unemployment among this class of youths.
In the face of this seeming failure of the higher institutions to meet up with the labour market expectations in
graduate output, there is the need to redesign higher education programmes to incorporate functional courses
that will equip our higher education products with the necessary skills that will make them employable. In this
regard therefore, their access to Information and Communications Technology (ICT) becomes very essential.
According to Obanya (2002), ICT is a broad term that has to do with the harnessing of process, the methods and
the product of electronic and communication-related technologies (and other related resources in today’s
knowledge-driven society), for enhancing the productivity, the spread and efficiency of a set of programmed
activities geared towards the achievement of clearly determined goals. In education, it involves the application
of digital equipment to enhance teaching and learning, and offers great potentials in enhancing students’
learning. Thus, it enables the students to acquire functional skills, which makes them relevant in the present
realities in the economy. As such students’ acquisition of basic knowledge and proficiency in it becomes
imperative. Of course, this can only be realized where students have unrestricted access to it. Students therefore,
as future labour market employees are expected to be aware of, have knowledge of, motivated and have access
technically to and be competent in the use of Information and Communications Technology so as to fit
creditably into their future roles. Although this programme of study has been introduced in some higher
institutions, its level of penetration is still alarmingly low which Aginam (2006) puts at less than 5 percent. One
therefore wonders how this low status of ICT can enable our higher institution students acquire functional skills
that will equip them to meet up with the challenges posed by the labour market.
However, this problem is compounded by the acute paucity of funds which has been plaguing higher institutions
for a long time. Nigeria is yet to comply with the 26 percent budgetary allocation to education recommended by
UNESCO. It was only in 2008, that national budgetary allocation reached 13 percent (Edukugho,2008). Other
years before and after it are below this mark. This, no doubt is still far from being ideal.
The situation in the country generally is a mirror of what is in vogue in Cross River State higher institutions. A
peep through this mirror reveals that students in higher institutions are lagging behind in access to ICT. Most of
them are not computer literate. One of the higher institutions, located in the state, owned by federal government
has no functional ICT laboratory. What is observed is a fairly large room with few internet-connected
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computers, whose functioning is determined by epileptic power supply and fluctuating network. Another of the
higher institutions has a functional ICT centre managed by AfriHUB, where final year students are encouraged
to register for and undergo ICT training. However, the ICT facilities are grossly inadequate for a teeming
population that should have access to them.
Students’ access to ICT is imperative if they are to meet the expectations of employers of labour. ICT has
become so efficacious that virtually everything in the world today is affected by it. Employers of labour often
cite literacy in it as criteria for employment. Therefore access to and proficiency in it is an added advantage for a
higher institution graduate to be employable in the labour market.
Given the importance students’ access to ICT has in equipping them for the labour market, it is doubtful whether
the realities on ground in the area under study will place them in a position of meeting the labour market
expectation. It is on this background that this study aims at proffering an answer to this poser: would students’
access to ICT influence their labour market preparations?
2. Hypotheses
(a) Higher institution students’ access to ICT tools is not significantly low.
(b) There is no significant difference between higher institution students who have access to ICT tools and
those who do not in their labour market preparations.
(c) There is no significant influence of higher institution students’ level of access to ICT on their labour
market preparations.
3. Literature review
Since high unemployment among university graduates became a national phenomenon with the economic down
turn some years back, a lot of searchlights have been cast in discovering the panacea to this problem. This
searchlight has beamed on ICT and recognized it as having the potentials to prepare the students for the labour
market, especially in this knowledge-driven era.
Research studies reviewed by Davis & Tearle (1999), and Lopez (2003) disclosed that ICTs provide
opportunities for students in higher institutions to acquire valuable computer skills which are requisites for
gaining employment in the present-day job market. They act as ready tools for preparing students of today for
future work places by equipping them with the requisite competence and knowledge necessary to use ICTs in
their works. It therefore follows that ICT increases students’ preparation for most future careers and vocations.
A study conducted by Global Information Technology Report (2004 and 2005), using Networked Readiness
Index (NRI), which surveyed 104 countries in 2004 and 115 countries in 2005/2006. Nigeria ranked 86th out of
104 and 90th out of 115 in 2004 and 2005 respectively. These studies measured the degree of preparation of a
nation or community to participate in and benefit from ICT development. This finding is disturbing as it is also
revealing. To worsen this matter, Nigeria has no specific policy for ICT in education. It was in February 2007
that the Federal Ministry of Education created its ICT department (WikiEducator 2007). The implication of this
not so impressive development is that our country is not yet prepared to tackle the problem of the inability of
our higher institutions to become relevant in meeting the challenges of the present realities in the world of work.
Adomi & Anie’s (2006) study found that ICT skills possessed by university graduates were low and as such
failed to meet up with the requirements of Nigerian industries. The low skills were specifically found in
online/internet searching, system management and computer keyboarding, which made the industries to express
concern. As a solution, the industries asked universities to deepen the current exit knowledge levels of ICT skills
of their graduates.
Babalola (2007) reported that a study conducted by Federal Ministry of Education in consultation with
employers of labour revealed that there is a mismatch between higher institutions curriculum and the needs of
the labour market; higher institutions’ inability to consult private sector in fashioning out their programmes
have resulted to teaching of outdated curriculum, resources and teaching methods. The study also found that
majority of students learn through lectures and academic textbooks and are academically sound but have limited
opportunities of acquiring practical experience by using machinery, equipment and practical techniques
associated with the professions.
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Worse still, a related study assisted by World Bank held that Nigerian university graduates employed in various
establishments were not capable of performing creditably. According to the report, the graduates had poor
mastery of English Language and lacked requisite technical skills, which confirmed that they were unfit for the
labour market (Abaribe, 2002). In corroboration, World Bank (2002) pointed out that the growing
unemployment among Nigerian graduates from higher institutions can be attributed to the mismatch between
educational output and the requirements of the labour market. These are clear indications that the programmes
run by our higher institutions were not functional in nature.
Ololube (2006) reviewed research literature and came out with these findings about ICTs importance to
students’ future job aspirations: Information and Communications Technology has the potentials to accelerate,
enrich and deepen skills, motivate and engage students in leaning. It helps to relate school experiences to work
practices and create economic viability for students as tomorrow’s workers. It contributes to radical changes in
school curriculum to reflect labour market demands, strengthens teaching, and provides opportunities for
connection between institutions and the world of work. As such, it makes education more efficient and
productive.
Studies have shown that higher institutions in Nigeria lack the expertise to provide students with practical
hands-on training in ICT, either for basic computer skills required for just about any job in today’s online
economy, or for more advanced capabilities required for students on ICT career tracks. With this development
industry watchers reported that 97 percent of Nigerian students graduate from the university without ever being
taught in a classroom equipped with a projector or multimedia tools. As a result , far too many of these young
people graduate with no marketable ICT skills, and may not be competitive enough to enter the global labour
market (Umoren, Bassey, Udida, Akuegwu &Tibi, 2007).
4. Methodology
This study was conducted in Cross River State of Nigeria. The state is one of the six states that constitute the
south-south geo-political zone, lying on the eastern axis of the zone. It covered three main higher institutions
located therein, two of which are owned by Federal Government, while one is owned by the State Government.
Its capital is Calabar. The design adopted for this study was survey.
Students in these three higher institutions made up the population. A sample size of 450 students was drawn
using stratified random sampling technique. Further breakdown of the sample showed that 150 were drawn from
each of the three higher institutions.
Two researchers-constructed instruments called “Students’ Access to ICT Inventory (SAII)” and “Students’
Labour Market Preparation Questionnaire (SLMPQ)”. Each of the instruments had two sections A and B. Their
section A contained 7 demographic variables. Section B of SAII had 22 items, 16 of which arranged on 10 point
rating scale. They measured students’ access to ICT tools, while 6 measured students’ access to ICT. They were
arranged on four point Likert Scale. Section B of SLMPQ had 10 items measuring students’ preparation for
labour market. The items were also arranged on four point Likert Scale. The instruments were face-validated by
experts in measurement and evaluation, while the trial tests gave reliability coefficient estimates of 0.79 and
0.88 for SAII and 0.67 for SLMPQ. These figures indicated that the instruments were reliable for use in
achieving the research objectives.
Administration of the instruments was personally carried out with the aid of research assistants recruited in each
institution. The instruments were administered to the 450 subjects sampled. The measures adopted in doing this
gave a 100 percent returns rate.
Population t-test (test of single mean), Independent t-test, One Way Analysis of Variance and its associated
Fisher’s LSD Multiple Comparison Test were used to analyze data generated for this study
5. Analysis Results
5.1. Hypothesis One
Higher institution students’ access to ICT tools is not significantly low. The only variable here is higher
institution students’ access to ICT tools. Data obtained were statistically analyzed using population t-test (test of
one sample mean). Results are presented in Table 1.
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Table 1: Population t- test (Test of One Sample Mean) Analysis of Higher Institutions Students’ Access to ICT
Tools.
N = 450
Expected Observed
Mean Mean
Variables µ X SD t
Desktop Computers 5.50 6.21 2.03 4.342*
Laptops 5.50 4.27 3.11 - 11.115*
Overhead Projectors 5.50 4.93 2.54 -9.533*
Slide Projectors 5.50 3.78 2.62 -16.615*
Power Point Projectors 5.50 4.30 3.02 -12.639*
Multimedia Projectors 5.50 4.42 2.70 -10.842*
Data Projectors 5.50 3.18 2.48 -24.526*
Internet Facilities 5.50 5.14 2.59 -3.037*
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Photocopiers 5.50 5.39 3.15 -1.840*
Mobile Telephones 5.50 5.55 2.74 0.538*
Broadcast Televisions 5.50 3.52 2.85 -14.876*
Videos 5.50 3.66 3.19 -13.749*
Radios 5.50 6.71 2.88 11.263*
Tape Recorders 5.50 6.85 2.57 9.412*
Compact Discs 5.50 7.06 3.05 20.377*
Printers 5.50 6.94 2.96 8.364*
*p > .05; df = 449; Critical t = 1.965
The results presented in this table 1 revealed that higher institution students’ access to ICT tools is significantly
low with respect to Desktop Computers (t = 4.342, p < .05); Laptops (t = -11.115, p < .05); Overhead Projectors
(t = -9.533, p <.0.5); Slide Projectors (t= -16.615, p <.0.5); Power Point Projectors (t= -12.639, p <.0.5);
Multimedia Projectors (t= -10.842, p <.0.5); Data Projectors (t= -24.526, p <.0.5); Internet Facilities (t= -
3.037, p <.0.5); Broadcast Televisions (t= -14.876, p <.0.5); Videos (t= -13.749, p <.0.5); Radios (t= 11.263, p
<.0.5); Tape Recorders (t= 9.412, p <.0.5); Compact Discs (t= 20.377, p <.0.5); and Printers (t= 8.364, p
<.0.5). The null hypothesis was therefore rejected because the obtained t-values were found to be higher than the
critical t-value of 1.965 at .05 alpha level of significance with 449 degrees of freedom. This result also disclosed
that higher institution students’ access to ICT tools are not significantly low with respect to photocopiers (t= -
1.840, p <.0.5); and mobile telephones (t= 0.538, p <.0.5); given the same critical t-value, alpha level of
significance and degrees of freedom.
Further examination of the results in table 1 revealed that the observed mean access to ICT tools by higher
institution students was lower for 10 of the ICT tools than the expected mean access to ICT tools of 5.50,
whereas in the remaining 6 ICT tools, it was higher. Statistical comparison of these observed mean values and
the expected mean value of 5.50, using population t-test analysis for one sample mean, negative t-values were
obtained for the former, while positive t-values were obtained for the later. By implication, this finding has it
that higher institution students’ access to ICT tools is significantly low except in photocopies and mobile
telephones. In other words, higher institution students in Cross River State have little or no access to ICT tools
enumerated in this study. What seemed to be a high access was recorded in photocopiers and mobile telephones.
5.2. Hypotheses Two
There is no significant difference between higher institution students who have access to ICT tools and those
who do not in their labour market preparations. The independent variable is higher institution students’ access to
ICT tools while the dependent variable is labour market preparation. Independent t-test statistical analysis is
used to compare the mean scores from the two groups. A summary of the results is presented in table 2.
Table 2: Independent t-test Analysis of the Difference Between Higher Institution Students Who Have Access
to ICT Tools and Those Who Do Not in their Labour Market Preparations.
Access No Access
N =113 N = 337
Variables X SD X SD t
Desktop Computers 10.53 3.61 9.21 3.02
3.474*
Laptops 9.92 2.66 7.88 2.56
7.034*
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Overhead Projectors 5.78 2.84 8.39 2.69
4.633*
Slide Projectors 10.16 3.50 9.03 3.15
3.054*
Power Point Projectors 8.67 2.91 6.97 3.09
5.313*
Multimedia Projectors 10.22 3.62 8.48 2.57
4.703*
Data Projectors 9.74 2.68 7.63 3.10
7.033*
Internet Facilities 10.35 3.19 8.02 2.83
6.853*
Photocopiers 10.48 3.27 9.12 2.62
4.000*
Mobile Telephones 11.33 2.55 9.14 3.11
7.552*
Broadcast Televisions 10.59 3.23 8.66 3.24
5.600*
Videos 9.68 2.75 7.76 2.83
6.400*
Radios 10.34 3.19 8.11 2.77
6.559*
Tape Recorders 9.76 3.28 8.21 2.59
4.559*
Compact Discs 10.18 2.97 9.09 3.07
3.303*
Printers 11.26 3.51 9.33 2.88
5.216*
*p < .05; df = 448; Critical t = 1.965
The results presented in this table 2 showed that there is a significant difference between higher institution
students who have access to ICT tools and those who do not in their labour market preparations in terms of
Desktop Computers (t = 3.474, p <.0.5); Laptops (t = 7.034, p <.0.5); Overhead Projectors (t = 4.633, p <.0.5);
Slide Projectors (t = 3.054, p <.0.5); Power Point Projectors (t = 5.313, p <.0.5); Multimedia Projectors (t =
4.703, p <.0.5); Data Projectors (t = 7.033, p <.0.5); Internet Facilities (t = 6.853, p <.0.5); Photocopiers (t =
4.000, p <.0.5); Mobile Telephones (t = 7.552, p <.0.5); Broadcast Televisions (t = 5.600, p <.0.5); Videos (t =
6.400, p <.0.5); Radios (t = 6.559, p <.0.5); Tape Recorders (t = 4.559, p <.0.5); Compact Discs (t = 3.303, p
<.0.5); and Printers (t = 5.216, p <.0.5). The null hypothesis was therefore rejected given the fact that the
obtained t-values were found to be higher than the critical t-value of 1.965 at 0.05 alpha level of significance
and with 448 degrees of freedom.
Further observation of the results in table 2 disclosed that in all the sub-variables, higher institution students’
who have access to ICT tools had higher mean values than those who have no access to ICT tools in their labour
market preparations. This implies that higher institution students who have access to ICT tools had better
preparation for labour market than their counterparts who have not.
5.3. Hypothesis Three
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There is no significant influence of higher institution students’ level of access to ICT on their labour market
preparations. The independent variable is higher institution students’ level of access to ICT, while the dependent
variable is labour market preparations. Using One Way Analysis of Variance (ANOVA) and its associated
Fisher’s LSD Multiple Comparison Test data obtained from the variables are analyzed. Summaries of the results
are presented in Tables 3 and 4.
Table 3: One Way Analysis of Variance (ANOVA) of the Influence of Higher Institution Students’ Level of
Access to ICT on their Labour Market Preparations.
Higher Institution Students’
Level of Access to ICT
N X SD
High 138 10.07 2.15
Moderate 110 10.43 2.03
Low 202 11.31 3.49
Total 450 10.71 2.56
Source of Variation SS df MS F
Between group 136.85 2 68.43
Within group 4399.17 447 9.84 6.95*
Total 4536.02 449
*p <.05; df = 2, 447; Critical f = 3.02
As presented in this table 3, the results indicated a high mean students’ access to ICT for labour market
preparations (X=10.07), moderate mean students’ access to ICT for labour market preparations (X = 10.43) and
low mean students’ access to ICT for labour market preparations (X = 11.31).
When One Way Analysis of Variable (ANOVA) was applied, significant F – value of 6.95 was obtained. This F
– value was found to be higher than the critical F – value of 3.02 at 0.05 alpha level of significance with 2 and
447 degrees of freedom and so, the null hypothesis was rejected. With this result therefore, there is a significant
influence of higher institution students’ level of access to ICT on their labour market preparations. Given the
significant F – value, a post hoc analysis using Fisher’s Multiple Comparison Test was carried out. A summary
of the result is presented in Table 4.
Table 4: Fisher’s LSD Multiple Comparison Test Analysis of Influence of Higher Institution Students’ Access
to ICT on their Labour Market Preparations.
Variable Groups High Moderate Low
(n =138) (n = 110) (n =
202)
Higher institution students’ High 10.07a -0.36b -1.24b
level of access to ICT
Moderate -0.900c 10.43a -0.88b
Low -3.647c* -2.378c* 11.31a
MSW = 9.84
*p < .05S
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1. Group means are along the diagonal
2. Differences between group means are above the diagonal
3. Fisher’s LSD t-values are below the diagonal
The results in this table 4 disclosed that higher institution students in the high group had more access to ICT
than their counterparts in low group (t = -3.647, p <.05). Similarly, higher institution students in moderate group
had more access to ICT than their counterparts in low group (t = -2.378, p <.05). This finding therefore implies
that higher institution students in high group in all cases had more access to ICT than their counterparts in
moderate and low groups, and so are likely to be more prepared towards labour market than other groups.
6. Discussion of Results
The outcome of the analysis of hypothesis one disclosed that higher institution students’ access to ICT tools is
significantly low. This finding suggests that higher institution students in Cross River State lacked access to ICT
tools such as Desktop Computers, Laptops, Overhead Projectors, Slide Projectors, Power Point Projectors,
Multimedia Projectors, Data Projectors, Internet Facilities, Broadcast Televisions, Videos, Radios, Tape
Recorders, Compact Discs and Printers. This therefore mean that they are not adequately prepared for the labour
market because skills in these ICT tools are among the criteria most employers of labour set out as necessary for
the employment of graduates. Perhaps, this students’ low access to ICT tools may have accounted principally
for the high graduate unemployment prevalent in Cross River State in particular and Nigeria in general
presently.
This finding is consistent with the outcome of Bassey, Umoren, Akuegwu, Udida, Ntukidem & Ekabua’s (2007)
study, which revealed that graduating university students’ access to e-learning technology is significantly low. A
germane explanation for this finding centres on the unimpressive funding of education by the Federal
Government, which a few years back has been revolving between 7 and 8 percent (Udeaja, 2005). However,
given the slight increase to 13 percent in 2008 national budget to education, followed by reductions in
subsequent years, not much is expected to change. In addition to this, the poor nature of internally-generated
revenue in higher institutions in Cross River State has not helped matters, which act as hiccups to any
remarkable improvement. With this development, higher institutions in Cross River State are still disadvantaged
with regards to mustering enough funds to procure ICT tools for access to students, and as such these students’
preparation for the labour market will continue to be low. The fallout of this is that unemployment rate among
the graduates will continue to sky-rocket.
Furthermore, this result revealed that higher institution students’ access to ICT tools with respect to
photocopiers and mobile telephones is not significantly low. In other words, higher institution students’ access
to these ICT tools is significantly high. That is, higher institution students’ access to ICT tools with regards to
photocopiers and mobile telephones is high. This is because they are available in such a way that students can
easily lay hands on them and use. The reason for this is that these two tools are ubiquitous in higher institutions
for students’ use even though their ownership borders on private initiative.
The results of hypothesis two indicated that students who have access to ICT tools significantly differ from
those who do not in their labour market preparations. In other words, higher institution students who have access
to ICT tools had better labour market preparation than their counterparts who do not.
A plausible explanation for this finding is that ICT is the rave of the moment where most of the activities in the
industrial, educational, health and business organisations are carried out by it, and even companies that require
the services of employees to operate, have shifted from manual to electronic facilities. Closely akin to this is the
fact that the world has been transformed to an age where the activities are now knowledge-driven (Yusuf, 2005).
So ICTs provide the skills necessary to fit into the changing societies. It therefore follows that any prospective
employee must possess these necessary ICT skills in order to become relevant and meet the demands of the
labour market. It is therefore based on these realities that higher institution students who have access to ICT
tools stand a better chance of possessing the skills required to fit into the labour market, and are likely to be
employed more than their counterparts who lack access to ICT tools.
The outcome of hypothesis three revealed that there is a significant influence of higher institution students’
access to ICT on their labour market preparations. That is students who are exposed to ICT has what it takes to
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meet the demands of the labour market. This is so because ICT provides the students the opportunities to gain
valuable computer skills which are revealed in today’s job market (Akuegwu, Udida & Nwi-ue, 2007).
The reason for this finding is that given the fact that ICT act as a ready means of preparing today’s students for
future work places (Yusuf, 2005), having access to ICT implies gaining the necessary skills, knowledge and
understanding to function effectively in the labour market. As such, ICT provides a link between higher
institutions and labour market, where higher institutions train manpower for the labour market and thereby
fulfill its community service roles. This articulation is in consonance with the reports of Adomi & Anie (2006)
that Nigerian industries were concerned about levels of graduate skills in online/internet searching, systems
management and computer keyboarding, and as such asked the universities to deepen the current exit knowledge
levels of ICT skills of their graduates. It therefore follows that labour market depends on higher institutions to
provide it the necessary manpower needed by it to remain afloat in a competitive economy.
In the same vein, the level of higher institution students’ access to ICT determines their level of preparation for
the labour market. That is, the extent of students’ labour market preparations is a function of their degrees of
access to ICT. One therefore cannot operate beyond the skills and knowledge possessed. This accounts for why
students’ level of access to ICT influences their labour market preparations.
7. Conclusion
On the strength of the findings of this study, it was therefore concluded that higher institution students’ access to
ICT tools is significantly low. In contrast, their access to ICT tools with respect to photocopiers and mobile
telephones is not significantly low. Higher institution students who have access to ICT had better preparations
for the labour market than their counterparts who have not. There is a significant influence of higher institution
students’ level of access to ICT on their labour market preparation. Therefore the degree of students’ preparation
for the labour market is a function of the extent of their access to ICT facilities or tools.
8. Management Imperatives for Labour Market Preparations
1. Management of higher institutions should ensure that their curriculum is diversified to reflect labour
market demands. This will enable them to satisfy the needs of the labour market, and so reduce the
high unemployment rate among higher institution graduates.
2. Management of higher institutions should establish a forum whereby they and stakeholders in labour
market should rub minds so as to ascertain the areas where new injections need to be introduced in the
schools’ programmes. This will necessitate the absorption of higher institution graduates into the
labour market without hassles. In a situation whereby the graduates cannot be integrated into the labour
market tantamount to economic waste both to the higher institutions and labour market.
3. Management of higher institutions should initiate modalities whereby they can attract assistance from
the labour market. This can be in form of floating an endowment fund or revitalizing the existing ones,
purely meant to address their ICT needs whereby labour markets can be called upon to assist by
donating handsomely. The proceeds will therefore be channeled towards procuring ICT tools in such a
number that students can readily have unhindered access to them. The labour market can as well donate
these tools and equipment to them.
4. Management of higher institutions should as a matter of fact set in motion modalities whereby students
can be encouraged to own their personal computers. This will act as a means of addressing the access
problems occasioned by the dearth of these ICT gadgets. In a situation whereby students own their
personal computers will enable them to practice on their own and gain the necessary skills required by
labour markets in this regard.
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