This document summarizes a study that assessed employability skills among technical and vocational education students in Nigeria. The study surveyed 233 final year students across various technical programs. It found that students highly rated the importance of employability skills but rated their own competency in these skills as low. Only 7 of 32 employability skills were rated above average in terms of competency. The study concludes that technical schools in Nigeria should focus on better equipping students with employability skills to improve their job prospects.
The Role Of Vocational And Technical Education For Improving National Economy...iosrjce
This paper focuses on the role of vocational and technical education for improving national economy
for sustainable development and the curriculum issues. Curriculum is based on the needs of the labour market
and that government responds to the needs of Vocational and Technical Education through sufficient funding
and provision of adequate facilities, equipment and resources. Recommendations were given for further
improvement
This document discusses quality assurance in technical vocational education (TVE) for sustainable national development in the 21st century. It defines TVE and outlines its importance for providing skilled workers and empowering youth. The status of TVE in Nigeria is examined, noting issues like inadequate funding, resources, and the perception of TVE. Quality assurance is defined as measures to ensure TVE achieves its goals. Sustainable development and the role of TVE in enabling it are also discussed. The document concludes with recommendations like increasing government funding for TVE to improve its quality and contribution to Nigeria's sustainable development.
Human capital development in technical vocational education (tve) for sustain...Alexander Decker
This document discusses human capital development in technical vocational education for sustainable national development in Nigeria. It makes three key points:
1. Technical vocational education plays an important role in human capital development by developing skills that increase productivity and employability, which supports sustainable economic growth and national development.
2. For technical vocational education to effectively contribute to human capital development, institutions must be well-equipped with infrastructure, workshop facilities, and qualified teachers to ensure graduates acquire skills for gainful employment.
3. Nigeria has faced challenges in technical vocational education like insufficient facilities and teachers, but it remains an important way to reduce unemployment and poverty through skills training.
This document discusses quality technical and vocational education and training (TVET) as a tool for self-reliance. It begins by defining TVET and identifying skills and knowledge as important for economic growth. The study aims to investigate factors that contribute to quality TVET for self-reliance, including student factors, school factors, instructional materials, and government strategies. A questionnaire was administered to 36 TVET teachers. The results found that students often lack background in TVET and confidence in it as a career. Schools have inadequate facilities, materials, and practical periods. Instructional materials like tools, textbooks, and ICT resources are also insufficient. The document recommends that governments prioritize TVET curriculum planning and ensure qualified teaching staff
Quality Technical, Vocational Education and Training: A Tool for Self RelianceIOSR Journals
This document discusses quality technical and vocational education and training (TVET) as a tool for self-reliance. It identifies that skill and knowledge acquisition are important for economic growth. TVET aims to provide these skills through technical education programs. The goals of TVET in Nigeria are to provide trained workers, technical skills for development, and skills for self-reliant individuals. However, increasing unemployment shows these goals have not been fully achieved. The study aims to investigate factors like students, schools, instructional materials, and government strategies that can help improve TVET and make it more effective for self-reliance.
Relationship between technical and vocational acquired skills and skills requ...Alexander Decker
The document discusses a study that assessed the relationship between technical and vocational skills acquired through TVET institutions and skills required in the job market in Uasin Gishu County, Kenya. The study found that:
1) Some skills acquired in TVET like interpersonal skills, personal qualities, ability to use numerical data, and critical analysis were below what is required by employers.
2) However, TVET institutions were providing adequate skills in areas like management skills, thinking skills, and creativity/innovation that match employer requirements.
3) To better achieve development goals, TVET policies and approaches need major adjustments to better equip students with the skills demanded by new industries.
Relationship between technical and vocational acquired skills and skills requ...Alexander Decker
The document discusses the relationship between the skills acquired through technical and vocational education and training (TVET) programs and the skills required in the job market. It finds that some skills provided by TVET institutions, such as interpersonal skills, personal qualities, and the ability to use numerical data, are below what employers require. However, TVET programs adequately provide skills in areas like management, thinking, creativity and innovation. The document calls for reforms to TVET programs and policies to better align acquired skills with labor market needs to achieve development goals and reduce unemployment.
Technical and vocational education and training in ghana a tool for skill acq...Alexander Decker
The document discusses technical and vocational education and training (TVET) in Ghana. It outlines that TVET is important for skill acquisition and industrial development as it equips people with technical skills needed for socioeconomic development. The government recognizes strengthening TVET through reforms such as competency-based training. However, TVET faces challenges like outdated curricula and lack of practical industry exposure. The document calls for strengthening industry collaboration and adopting competency-based training to improve TVET.
The Role Of Vocational And Technical Education For Improving National Economy...iosrjce
This paper focuses on the role of vocational and technical education for improving national economy
for sustainable development and the curriculum issues. Curriculum is based on the needs of the labour market
and that government responds to the needs of Vocational and Technical Education through sufficient funding
and provision of adequate facilities, equipment and resources. Recommendations were given for further
improvement
This document discusses quality assurance in technical vocational education (TVE) for sustainable national development in the 21st century. It defines TVE and outlines its importance for providing skilled workers and empowering youth. The status of TVE in Nigeria is examined, noting issues like inadequate funding, resources, and the perception of TVE. Quality assurance is defined as measures to ensure TVE achieves its goals. Sustainable development and the role of TVE in enabling it are also discussed. The document concludes with recommendations like increasing government funding for TVE to improve its quality and contribution to Nigeria's sustainable development.
Human capital development in technical vocational education (tve) for sustain...Alexander Decker
This document discusses human capital development in technical vocational education for sustainable national development in Nigeria. It makes three key points:
1. Technical vocational education plays an important role in human capital development by developing skills that increase productivity and employability, which supports sustainable economic growth and national development.
2. For technical vocational education to effectively contribute to human capital development, institutions must be well-equipped with infrastructure, workshop facilities, and qualified teachers to ensure graduates acquire skills for gainful employment.
3. Nigeria has faced challenges in technical vocational education like insufficient facilities and teachers, but it remains an important way to reduce unemployment and poverty through skills training.
This document discusses quality technical and vocational education and training (TVET) as a tool for self-reliance. It begins by defining TVET and identifying skills and knowledge as important for economic growth. The study aims to investigate factors that contribute to quality TVET for self-reliance, including student factors, school factors, instructional materials, and government strategies. A questionnaire was administered to 36 TVET teachers. The results found that students often lack background in TVET and confidence in it as a career. Schools have inadequate facilities, materials, and practical periods. Instructional materials like tools, textbooks, and ICT resources are also insufficient. The document recommends that governments prioritize TVET curriculum planning and ensure qualified teaching staff
Quality Technical, Vocational Education and Training: A Tool for Self RelianceIOSR Journals
This document discusses quality technical and vocational education and training (TVET) as a tool for self-reliance. It identifies that skill and knowledge acquisition are important for economic growth. TVET aims to provide these skills through technical education programs. The goals of TVET in Nigeria are to provide trained workers, technical skills for development, and skills for self-reliant individuals. However, increasing unemployment shows these goals have not been fully achieved. The study aims to investigate factors like students, schools, instructional materials, and government strategies that can help improve TVET and make it more effective for self-reliance.
Relationship between technical and vocational acquired skills and skills requ...Alexander Decker
The document discusses a study that assessed the relationship between technical and vocational skills acquired through TVET institutions and skills required in the job market in Uasin Gishu County, Kenya. The study found that:
1) Some skills acquired in TVET like interpersonal skills, personal qualities, ability to use numerical data, and critical analysis were below what is required by employers.
2) However, TVET institutions were providing adequate skills in areas like management skills, thinking skills, and creativity/innovation that match employer requirements.
3) To better achieve development goals, TVET policies and approaches need major adjustments to better equip students with the skills demanded by new industries.
Relationship between technical and vocational acquired skills and skills requ...Alexander Decker
The document discusses the relationship between the skills acquired through technical and vocational education and training (TVET) programs and the skills required in the job market. It finds that some skills provided by TVET institutions, such as interpersonal skills, personal qualities, and the ability to use numerical data, are below what employers require. However, TVET programs adequately provide skills in areas like management, thinking, creativity and innovation. The document calls for reforms to TVET programs and policies to better align acquired skills with labor market needs to achieve development goals and reduce unemployment.
Technical and vocational education and training in ghana a tool for skill acq...Alexander Decker
The document discusses technical and vocational education and training (TVET) in Ghana. It outlines that TVET is important for skill acquisition and industrial development as it equips people with technical skills needed for socioeconomic development. The government recognizes strengthening TVET through reforms such as competency-based training. However, TVET faces challenges like outdated curricula and lack of practical industry exposure. The document calls for strengthening industry collaboration and adopting competency-based training to improve TVET.
Relationship between Technical Skills Acquired and Skills Required on Electri...Dr. Amarjeet Singh
The research sought to investigate relationship between technical skills acquired and required on electrical equipment servicing amongelectrical engineering technicians in manufacturing industries in Kenya. Quantitative research techniques were adopted in this study. The study was conducted in Nandi and Uasin-Gishu counties in Kenya, which have 7 TVETA registered and licensed public Technical Training Institutions offering Diploma, Craft Certificate and Artisan electrical engineering courses. The target population was 96 electrical engineering trainers, 15 employees from manufacturing industries and 65 electrical engineering technician trainers. A sample size comprised of 50 electrical engineering trainers, 7 employees from manufacturing industries and 29 electrical engineering technician trainers. Questionnaire were used to collect data. The instrument was pre-tested to ensure its validity by determining the internal consistency of the research instruments. Data were analyzed using descriptive and inferential analysis. There was a positive significant relationship (r=0.408, p= 0.004 2-tailed) between the electrical engineering technician acquired training at TVET institutions and the skills required for electrical equipment servicing at manufacturing industries in Kenya. The Kenyan government through the ministry of education should ensure adequate training is carried out to achieve training relevant for the needs of the industry. KICD in collaboration with CDACC and SSACs should develop a curriculum that addresses the competence requirements and occupational standard needs of the manufacturing industries.
This document discusses strategies for remodularizing technical skill training institutions in Nigeria to improve quality and address skills shortages in the construction sector. It finds that current training modules are inadequate, producing "half-baked" artisans. A survey was conducted of 100 technical students on factors responsible and remodulation strategies. Key findings include poor funding, lack of equipment, and disinterest in vocational education as top factors. Suggested strategies include adequate funding, education policy reform, incentives, and involving employers in training. Implementing these strategies could help solve Nigeria's construction skills shortage by improving the quality of training programs.
This study seeks to examine how polytechnic education in Nigeria can develop middle level skilled manpower to enhance sustainable development. Education as an effective, dynamic instrument for moulding and harnessing the human person its capabilities, and also for structuring a better society, has been recognized the world over. Therefore, the study aims to support and encourage the activities of Nigerian polytechnics in training middle level skilled manpower for sustainable development. The study was a qualitative study, content analysis was adopted to analyze the various data gathered from the secondary source of data collection. The findings of the study revealed the challenges of the polytechnic education, which include among others, constraints imposed by the statute establishing polytechnics in Nigeria; efforts so far made in manpower generation and solution to the challenges established above. As parts of the solution to the challenges, the study recommended inter alia promotion of aggressive research development, as well as entrepreneurship activities, through intra and inter-institutional competitions and irresistible awards. This paper was unexhaustive contribution of original information from the secondary sources on this topic. It is unique, original and valuable research for academic and societal improvement. Future study on this issue should focus on required skills in the industries which polytechnics should develop. Empirical analysis on middle level manpower development by the Nigerian polytechnics can reveal skills training areas. The study was opinion research paper
Higher institution students’ access to information and communications technol...Alexander Decker
This document discusses higher education students' access to information and communications technology (ICT) and preparation for the labor market in Nigeria. It finds that students' access to ICT tools is significantly low, which hinders their ability to gain skills needed for the job market. Students who do have ICT access are better prepared for employment than those without. The study recommends that higher education institutions diversify their curricula to reflect labor market expectations and provide more opportunities for students to access ICT.
11.higher institution students’ access to information and communications tech...Alexander Decker
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, that access improves labor market preparation, and higher access leads to better preparation. It surveyed 450 students across three higher institutions using questionnaires. Results showed access to ICT is significantly low, students with access had better labor market preparation, and higher access improved preparation. The study recommends Nigerian higher institutions diversify curricula to better meet labor market expectations.
Bridging the Gap Between Industry and Higher Education Demands on Electronic ...IOSR Journals
This document discusses the gap between the competencies demanded by the electronics industry and those acquired by electronic engineering graduates from higher education in Malaysia. Interviews were conducted with lecturers, employers, employed graduates, and unemployed graduates. The findings show that employers feel graduates lack both hard technical skills and soft skills like communication and problem-solving. Lecturers acknowledge this gap and believe curriculum needs to better align with industry needs. Both employed and unemployed graduates recognize the importance of soft skills for work. The study suggests higher education should emphasize developing both hard and soft competencies to reduce this mismatch between industry demands and graduate skills.
Vocational and technical education a tool for sustainable development in nigeriaAlexander Decker
Vocational and technical education can promote sustainable development in Nigeria by:
1) Providing skills training to reduce unemployment and poverty, which are problems in Nigeria.
2) Equipping students with practical skills for employment and self-employment opportunities.
3) Contributing to economic growth if given more resources and support from the government.
Entrepreneurial Skill needs of Agricultural Education Graduates in Vocational...AJSSMTJournal
The study investigates the entrepreneurship skill needs of agricultural education graduates in
Vocational training for combating unemployment F.C.T, Nigeria. The study used survey research design. Two
research questions two hypotheses were formulated to guide the study. Two hundred and eighty three (283)
respondents were randomly selected in the six area council. The instrument used for data collection was the
questionnaire. The method of data analysis was the use of descriptive statistic (mean and standard deviation)
Benchmark of 2.5 was used as criterion for agreed and less than 2.5 was considered disagreed. Chi-square
statistics was used to test the Null hypotheses at .05 level of significance. Based on the findings of this study, it
was concluded that various areas of poultry production skills were acquired by graduates of agricultural
education and also employment opportunities for agricultural education graduates in marketing of poultry
products thrive in the study area. It was therefore, recommended that graduates of agricultural education
graduates should be given orientation on the various employment opportunities available within their
environment in their area of skills to be self-dependence and also agricultural education graduates should put in
to practice their areas of skills acquisition in order to be self-employ and reduce unemployment.
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.
Availability And Adequacy Of Workshop Facilities For Skill Acquisition Among ...Faith Brown
The document evaluates the availability and adequacy of workshop facilities for skill acquisition among undergraduates in technology vocational education programs in universities in southeast Nigeria. A study was conducted across four universities to assess 159 workshop facilities based on the minimum standards set by the National Universities Commission. The findings revealed that while 67 of the 159 items were available, representing 42.1% availability, only 9 items met the minimum standards, representing 5.66% adequacy. This demonstrates a gross inadequacy of workshop facilities for technology education programs in the studied universities in southeast Nigeria.
Tvet as a method of facilitating poverty alleviation in third world nations w...Sagir Iliyasu
TVET is a key solution to poverty eradication,job creation,economic expansion, reducing unemployment and improve social and economic well-being of a nation.
The document discusses the relevance of vocational skill acquisition programmes for employment in Bauchi, Nigeria amid a declining economy. It finds that the main objectives of such programmes are to enable youth to acquire vocational skills to gain employment and raise living standards. Trainees perceive the programmes as important for imparting practical, marketable skills to address unemployment in the current economic climate. The study recommends that training courses match sector needs and provide employment through entrepreneurship opportunities given scarce government resources in the declining economy.
Entrepreneurship development through vocational education Alexander Decker
This document summarizes research on entrepreneurship development through vocational education training and its role in skills acquisition and manpower development in developing economies. It discusses key concepts like skills acquisition, manpower development, and challenges facing vocational education training. The document outlines different types of skills that vocational education students should acquire, including innovative, practical, self-motivation, financial, marketing, time management, administrative, and professional skills. It also defines entrepreneurship and entrepreneurship education, noting that vocational training prepares learners to be innovative entrepreneurs who can contribute to economic development.
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, finding that ICT access was significantly low and positively impacted labor preparation.
It was recommended that higher education improve ICT access and curriculum to better meet labor demands.
This document discusses higher education students' access to information and communications technology (ICT) in Nigeria and how it impacts their preparation for the labor market. It finds that students' access to ICT tools is significantly low. Students who do have access to ICT are better prepared for the job market. The level of ICT access influences students' labor market preparation. The study recommends that higher education institutions in Nigeria diversify their curricula to better reflect labor market expectations.
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.
VINOD GUPTA M.Ed (hi)DSMNRU STETUS OF VOCATIONAL EDUCATIONVINOD GUPTA
Vocational education aims to develop vocational skills and prepare students for jobs. It helps maximize the utilization of a country's resources and leads to the dignity of labor. The goals of vocational education in India include improving vocational efficiency, enhancing individual employability, reducing skill mismatches, and providing self-employment opportunities. Currently, only about 2% of Indians ages 15-29 report receiving formal vocational training, though the proportion is higher for the unemployed. Vocational education can bring education and productivity closer together to benefit society.
The Role of Vocational & Technical Education in The Creation of Job Opportuni...Gabriel Ken
Vocational education, technical education, The Role of Vocational & Technical Education in The Creation of Job Opportunities in Nigeria, job creation, self employment
This document discusses innovations in technology and vocational education (TVE) in Nigeria over the past decade. It notes that while TVE has contributed to development, it has not received adequate attention in Nigeria. The document outlines five areas of TVE innovation in Nigeria in rural and urban sectors. These innovations have helped impart skills but barriers remain. The document concludes by recommending that the government create a supportive environment for innovative TVE systems and allow risk-taking without penalty to further advance the sector.
Policy Issue Paper Example What Are Policy BriefsTodd Turner
The document discusses the steps to request writing assistance from HelpWriting.net. It begins by having the user create an account with a password and email. They then complete a 10-minute order form providing instructions, sources, deadline, and attaching a sample work. The request is posted for writers to bid on, and the user selects a writer based on qualifications, history, and feedback. After receiving the paper, the user can request revisions until satisfied, and HelpWriting offers refunds for plagiarized work. The document promotes the writing assistance services provided by HelpWriting.net.
Write Esse Argumentative Essay First ParagraphTodd Turner
The document provides instructions for creating an account and submitting a request on the HelpWriting.net website to have an assignment written. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a form with assignment details, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied. It emphasizes the site's guarantee of original, high-quality work or a full refund.
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Relationship between Technical Skills Acquired and Skills Required on Electri...Dr. Amarjeet Singh
The research sought to investigate relationship between technical skills acquired and required on electrical equipment servicing amongelectrical engineering technicians in manufacturing industries in Kenya. Quantitative research techniques were adopted in this study. The study was conducted in Nandi and Uasin-Gishu counties in Kenya, which have 7 TVETA registered and licensed public Technical Training Institutions offering Diploma, Craft Certificate and Artisan electrical engineering courses. The target population was 96 electrical engineering trainers, 15 employees from manufacturing industries and 65 electrical engineering technician trainers. A sample size comprised of 50 electrical engineering trainers, 7 employees from manufacturing industries and 29 electrical engineering technician trainers. Questionnaire were used to collect data. The instrument was pre-tested to ensure its validity by determining the internal consistency of the research instruments. Data were analyzed using descriptive and inferential analysis. There was a positive significant relationship (r=0.408, p= 0.004 2-tailed) between the electrical engineering technician acquired training at TVET institutions and the skills required for electrical equipment servicing at manufacturing industries in Kenya. The Kenyan government through the ministry of education should ensure adequate training is carried out to achieve training relevant for the needs of the industry. KICD in collaboration with CDACC and SSACs should develop a curriculum that addresses the competence requirements and occupational standard needs of the manufacturing industries.
This document discusses strategies for remodularizing technical skill training institutions in Nigeria to improve quality and address skills shortages in the construction sector. It finds that current training modules are inadequate, producing "half-baked" artisans. A survey was conducted of 100 technical students on factors responsible and remodulation strategies. Key findings include poor funding, lack of equipment, and disinterest in vocational education as top factors. Suggested strategies include adequate funding, education policy reform, incentives, and involving employers in training. Implementing these strategies could help solve Nigeria's construction skills shortage by improving the quality of training programs.
This study seeks to examine how polytechnic education in Nigeria can develop middle level skilled manpower to enhance sustainable development. Education as an effective, dynamic instrument for moulding and harnessing the human person its capabilities, and also for structuring a better society, has been recognized the world over. Therefore, the study aims to support and encourage the activities of Nigerian polytechnics in training middle level skilled manpower for sustainable development. The study was a qualitative study, content analysis was adopted to analyze the various data gathered from the secondary source of data collection. The findings of the study revealed the challenges of the polytechnic education, which include among others, constraints imposed by the statute establishing polytechnics in Nigeria; efforts so far made in manpower generation and solution to the challenges established above. As parts of the solution to the challenges, the study recommended inter alia promotion of aggressive research development, as well as entrepreneurship activities, through intra and inter-institutional competitions and irresistible awards. This paper was unexhaustive contribution of original information from the secondary sources on this topic. It is unique, original and valuable research for academic and societal improvement. Future study on this issue should focus on required skills in the industries which polytechnics should develop. Empirical analysis on middle level manpower development by the Nigerian polytechnics can reveal skills training areas. The study was opinion research paper
Higher institution students’ access to information and communications technol...Alexander Decker
This document discusses higher education students' access to information and communications technology (ICT) and preparation for the labor market in Nigeria. It finds that students' access to ICT tools is significantly low, which hinders their ability to gain skills needed for the job market. Students who do have ICT access are better prepared for employment than those without. The study recommends that higher education institutions diversify their curricula to reflect labor market expectations and provide more opportunities for students to access ICT.
11.higher institution students’ access to information and communications tech...Alexander Decker
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, that access improves labor market preparation, and higher access leads to better preparation. It surveyed 450 students across three higher institutions using questionnaires. Results showed access to ICT is significantly low, students with access had better labor market preparation, and higher access improved preparation. The study recommends Nigerian higher institutions diversify curricula to better meet labor market expectations.
Bridging the Gap Between Industry and Higher Education Demands on Electronic ...IOSR Journals
This document discusses the gap between the competencies demanded by the electronics industry and those acquired by electronic engineering graduates from higher education in Malaysia. Interviews were conducted with lecturers, employers, employed graduates, and unemployed graduates. The findings show that employers feel graduates lack both hard technical skills and soft skills like communication and problem-solving. Lecturers acknowledge this gap and believe curriculum needs to better align with industry needs. Both employed and unemployed graduates recognize the importance of soft skills for work. The study suggests higher education should emphasize developing both hard and soft competencies to reduce this mismatch between industry demands and graduate skills.
Vocational and technical education a tool for sustainable development in nigeriaAlexander Decker
Vocational and technical education can promote sustainable development in Nigeria by:
1) Providing skills training to reduce unemployment and poverty, which are problems in Nigeria.
2) Equipping students with practical skills for employment and self-employment opportunities.
3) Contributing to economic growth if given more resources and support from the government.
Entrepreneurial Skill needs of Agricultural Education Graduates in Vocational...AJSSMTJournal
The study investigates the entrepreneurship skill needs of agricultural education graduates in
Vocational training for combating unemployment F.C.T, Nigeria. The study used survey research design. Two
research questions two hypotheses were formulated to guide the study. Two hundred and eighty three (283)
respondents were randomly selected in the six area council. The instrument used for data collection was the
questionnaire. The method of data analysis was the use of descriptive statistic (mean and standard deviation)
Benchmark of 2.5 was used as criterion for agreed and less than 2.5 was considered disagreed. Chi-square
statistics was used to test the Null hypotheses at .05 level of significance. Based on the findings of this study, it
was concluded that various areas of poultry production skills were acquired by graduates of agricultural
education and also employment opportunities for agricultural education graduates in marketing of poultry
products thrive in the study area. It was therefore, recommended that graduates of agricultural education
graduates should be given orientation on the various employment opportunities available within their
environment in their area of skills to be self-dependence and also agricultural education graduates should put in
to practice their areas of skills acquisition in order to be self-employ and reduce unemployment.
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.
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The document evaluates the availability and adequacy of workshop facilities for skill acquisition among undergraduates in technology vocational education programs in universities in southeast Nigeria. A study was conducted across four universities to assess 159 workshop facilities based on the minimum standards set by the National Universities Commission. The findings revealed that while 67 of the 159 items were available, representing 42.1% availability, only 9 items met the minimum standards, representing 5.66% adequacy. This demonstrates a gross inadequacy of workshop facilities for technology education programs in the studied universities in southeast Nigeria.
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This document summarizes research on entrepreneurship development through vocational education training and its role in skills acquisition and manpower development in developing economies. It discusses key concepts like skills acquisition, manpower development, and challenges facing vocational education training. The document outlines different types of skills that vocational education students should acquire, including innovative, practical, self-motivation, financial, marketing, time management, administrative, and professional skills. It also defines entrepreneurship and entrepreneurship education, noting that vocational training prepares learners to be innovative entrepreneurs who can contribute to economic development.
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, finding that ICT access was significantly low and positively impacted labor preparation.
It was recommended that higher education improve ICT access and curriculum to better meet labor demands.
This document discusses higher education students' access to information and communications technology (ICT) in Nigeria and how it impacts their preparation for the labor market. It finds that students' access to ICT tools is significantly low. Students who do have access to ICT are better prepared for the job market. The level of ICT access influences students' labor market preparation. The study recommends that higher education institutions in Nigeria diversify their curricula to better reflect labor market expectations.
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.
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Vocational education aims to develop vocational skills and prepare students for jobs. It helps maximize the utilization of a country's resources and leads to the dignity of labor. The goals of vocational education in India include improving vocational efficiency, enhancing individual employability, reducing skill mismatches, and providing self-employment opportunities. Currently, only about 2% of Indians ages 15-29 report receiving formal vocational training, though the proportion is higher for the unemployed. Vocational education can bring education and productivity closer together to benefit society.
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An Assessment Of Employability Skills Among Technical And Vocational Education Students In Nigeria.
1. Archives Des Sciences Vol 65, No. 7;Jul 2012
392 ISSN 1661-464X
An Assessment of Employability Skills among Technical and
Vocational Education Students in Nigeria.
Ali Idris1, 2
(Corresponding Author)
Department of Technical and Engineering Education
1
University Teknologi Malaysia
81310 Skudai, Johor, MALAYSIA.
Department of Science and Technology Education
2
Bayero University Kano, 700241, Gwarzo Road, Kano-Nigeria
Tel: +60146463488, E-mail: aliidris.gwale@yahoo.com
Muhammad Rashid Rajuddin1
Department of Technical and Engineering Education
1
University Teknologi Malaysia
81310 Skudai, Johor, MALAYSIA
Tel: 07-5534437, E-mail: p-rashid@utm.my
Abstract
The research was conducted to investigate the level of importance as well as the competence among the
students of technical and vocational education in terms of employability skills in Nigeria. There are 233
final year students that constituted the sample for the study in Kano State. The respondents were picked
from mechanical, electronic, electrical installation and automobile departments in technical colleges in the
state. The data was collected using questionnaire which was adapted from Employability skills for
Australian small and medium sized enterprises. The analysis was done using descriptive statistics such as
mean and standard deviation. The findings of the study showed that all the respondents perceived the
employability skills components as high and rated their competency as low. A significant difference was
found among the students in terms of their ages while no significant difference was found between the
respondents in the area of competency. The study concludes that there is still an opportunity for technical
and vocational institution in Nigeria to focus and redouble efforts towards equipping the students’
employability skills. Quality education and training enhances productivity, therefore, students of technical
and vocational education in Nigeria need a better education that will help in accomplish the national goals.
Keywords: Employability skills, technical and vocation education.
1. Introduction
The challenges and constraints of access to quality education and skills training for the younger generation
in 21st
century are increasingly growing over the years. Quality education and training enhances the
productivity of the youths and, thus, create better chances to secure decent jobs in the labor market. Most of
the youths affected in the present situation in Nigeria include school dropouts, youths from the rural areas,
child laborers due to poverty, females that are deprived from attaining education due to social factors,
graduates of technical and vocational education who are ill-equipped and many more. Better training
2. Archives Des Sciences Vol 65, No. 7;Jul 2012
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produces higher income which improves quality of life, occupational safety, diversity and the livelihood of
individuals (Maria, 2009).
Technical and vocational education system in Nigeria is designed to train competent personnel that will fit
into different sector of the economy. The graduates are expected carryout services, diagnose, tests and
repairs as highlighted in the national curriculum of technical colleges that is in use all over the federation
(Olayinka and Oyenuga, 2010). The speedy growth and changes taking place across the industrial sector
has brought about competitions and challenges in today’s economy in the area of high-tech technology,
information system, marketing, manufacturing and services. Therefore, for workers to effectively function
in these areas, they need to be highly knowledgeable in both “hard” technical skills and “soft” generic skills
for the maintenance and services of the industry and society at large (Wan-Mohammed and Yunus, 2009).
However, it is paramount to acknowledge the role of technical and vocational education to national
development. The main focus of TVE is the training of individuals on technical skills within the fields of
their study and related career. But the labor market across the globe is demanding individuals with both
technical as well as employability skills for them to effectively function and become more relevant and
successful (Bancino and Zevalkink, 2007). The importance of training and equipping individuals with
personal skills and qualities for the purpose of employment cannot be overemphasized; it therefore requires
collaborative efforts from all stake holders including the industry to fully develop and maintain the spirit
for the production of competent graduates that will face the challenges of rapidly changing economy (Wye
and Lim, 2009).
The international Labor Congress (ILC) at its 88th
session in 2000, defined employability skills as the
combination of all the skills, competencies as well as knowledge that enable individuals to acquire,
maintain and contain the challenges of a job. Individuals are said to be employable when they acquire the
components of employability skills through quality education and training in a broader way. These include
Problem Solving, Planning and Organizing, Learning & Technology, Self-management, Team work,
Initiative and Enterprise and Communication skills (David, 2008).
1.1 Technical and V
ocational Education in Nigeria
In Nigeria, “technical and vocational education is designed to prepare individuals with the knowledge and
skills for the purpose of earning a living (employable, self- employed or an employer of labor)” (Onyene,
Olusanya, Salisu & Johnson 2007).
In support of this statement, the national policy on education states that: “technical and vocational
education is used as a comprehensive term referring to those aspects of the educational process involving in
addition to general education, the study of technologies and related sciences and the acquisition of practical
skills, attitudes, understanding and knowledge relating to occupations in various sectors of the economic
and social life” (NPE, 2004:29).
The policy further states that, the goals of technical and vocational education shall be:
- to provide trained manpower in the applied science and business particularly at craft, advanced
craft and technical levels;
- to provide the technical and vocational skills necessary for agricultural, commercial and economic
development;
- to give training and impart necessary skills to individual who shall be self-reliant economically
(NPE, 2004:30).
3. Archives Des Sciences Vol 65, No. 7;Jul 2012
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Despite the statement accorded in the national policy on education, the Nigeria’s technical and vocational
education lacks the quality it deserves for the training of our graduates (Oni, 2007). However, in the same
vain, the then minister of education reported in Vanguard newspaper on Thursday, 02 April 2009 that, the
priority attached by the government of Nigeria towards technical and vocational education for the
realization of vision 2020 is the focus of his administration. He says “Nigeria’s ability to realize its vision
of becoming one of the top 20 economies of the world by the year 2020 is largely dependent on its capacity
to transform its population into highly skilled and competent individuals. Many advanced economies place
a great emphasis on the knowledge and acquisition of technical and vocational skills. To this end, it is
unfortunate to say that our society places a stigma on this type of education by attaching more priority to
academic disciplines. The country is now at the point of importing labor from all over the world due to lack
of competent Nigerians with adequate skills to carter for the demands of the economy and the labor market,
such as good artisans” (Vanguard Newspapers, 2009).
However, the United Nations Educational and Cultural Organization (UNESCO, 2008) noted that,
revitalizing and injecting values in TVE sector will provide the unemployed youths with the opportunity to
acquire decent jobs as well as improve the economic system of a nation.
1.1.1 Research Objectives
The main objective of this research is as follows:
1- To examine the level of importance of employability skills among the students.
2- To examine the levels of employability skills competencies among students.
3- To examine the differences of importance and competencies of employability skills among
students in terms age.
1.1.2 Research Questions
1- What are levels of importance of employability skills among the students?
2- What are the levels of employability skills competencies among the students?
3- Do the importance of employability skills and competencies differ among the students in
terms of age?
1.1.3 Research Methodology
The research was conducted using descriptive method with the final year students of five technical and
vocational schools in Nigeria. The respondents were picked from mechanical, electronic, electrical
installation and automobile departments. A total number of 582 students constituted the population of the
study while the sample size was determined using Krejeie and Morgan table (1970). Based on the size of
the population of 580 is equal to 234 respondents in which 300 questionnaires were distributed and 233
were retrieved. The questionnaire consisted of two parts. Part one sought information on the students’
demography whereas part two was about employability skills components. The instrument was adapted
from Employability skills for Australian small and medium sized enterprises (McLeish, 2002). The
reliability of the instrument was ascertained using Cronbach’s alpha with a value of 0.934.
4. Archives Des Sciences Vol 65, No. 7;Jul 2012
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1.1.4 Results and Discussions
The results of the findings describe the students’ perceptions on the importance and competencies on
employability skills for the training of students of technical and vocational institutions in Nigeria. In
analyzing the level of importance and students’ competency, a mean average of 3.00 of five point likert
scale was used to categorize the importance and competency levels among the students. Any competency
score below 3.00 is considered to be of low importance and competence, while scores from 3.00 and above
is considered to be of high importance and competence (Uzoagulu, 1998).
The results of the objective one on the importance of employability skills in Table 1 were found to have all
the mean ratings greater than 3.00. Thirty-one out of 32 items were found to have a very high importance
with 3.50 and above, ranging from (M= 3.8541- 4.0558) while only one item “Listening and understanding
communication” was found to have less than 3.50 but also above 3.00 with the mean score of (M = 3.3948).
The students at technical and vocational schools in Nigeria perceived all the 31 out of 32 employability
skill items to be at very high importance level while one of the item “Listening and understanding
communication” was found to be at high level. This has signified how important the employability skills
are in terms of the entry level requirements as well as ability to cope with the workplace. The students
believed that Problem Solving, Planning and Organizing, Learning & Technology, Self-management, Team
work, Initiative and Enterprise and Communication skills which form part of the clusters are very necessary
in the training of students for them to be able to secure and maintain a job in the industrial sector.
In support of this finding, Rasul, et al (2010) conducted a research titled “Development of Employability
Skills Assessment Tool for Manufacturing Industry”. The research was conducted in Malaysia and the
result of the finding is in congruent with the finding of this research in terms of importance of
employability skills. The result shows that all the respondents in the five manufacturing industries rated the
importance of all the employability skills clusters as of high importance. In another similar study conducted
by Robinson and Bryan (2008) titled “An Assessment of the Employability Skills Needed by College of
Agriculture, Food and Natural Resources Graduates at the University of Missouri-Columbia”. The finding
shows that all the respondents perceived the importance of employability skills items to be at moderately
important towards the training of graduates in to workplace.
The second objective presented in Table 2 sought to describe students’ level of competence at performing
the employability skills. Seven out of the 32 employability skills had a mean competence greater than 3.00.
These were “Solving problems in team” (M= 3.1923), “Ability to manage time” (M = 3.1368), “Able to
manage self and work alone” (M = 3.1752), “Allocates people and other resources to tasks” (M = 3.0256),
“Have enthusiasm for ongoing learning” (M = 3.3205), “Willing to learn in any setting” (M = 3.4274) and
“Acknowledge the need to learn in order to accommodate change” (M = 3.3248) while the rest of the
twenty-five items fall within the ratings of low competence with the mean scores ranging between (M =
2.0641 - 2.4444). The overall mean was found to 2.4901 which signify a low competence of the general
performance of the students.
The findings indicated that, the students’ possessed level of competence in terms of employability skills is
low. This is contrary to a related study conducted by Kazilan, Hamzah and Ab. Rahim (2009) titled
“Employability Skills among the Students of Technical and Vocational Training Centers in Malaysia”. The
results of the finding revealed that, the possessed competency level of employability skills by the students
is at moderate level.
5. Archives Des Sciences Vol 65, No. 7;Jul 2012
396 ISSN 1661-464X
Table 1. Students’ perception on the importance of employability skills (n=233)
S/No Employability skills Means Std. Deviation
1 Listening and understanding communication 3.3948 1.09795
2 Speaking clearly and directly 4.2918 0.78277
3 Reading independently 4.1159 0.87561
4 Working well with peers and supporting staff 4.1674 0.93880
5 Transfer effectively between individual work and team work 3.9056 0.99983
6 Knowing own role as part of the team in the work situation 4.0472 0.96597
7 Be able to develop creative solutions in practical problems 4.1931 0.91517
8 Showing independence and initiative in identifying problems and solving them 4.0687 0.93978
9 Solving problems in team 4.2489 0.87976
10 Making estimate and calculate well 4.2876 0.82976
11 Understanding tables, figures and can interpret graphs 4.1116 0.93102
12 Understanding basic budgeting 3.9614 0.95739
13 Ability to adapt to new situations 4.0773 2.13207
14 Ability to develop a strategic vision 3.9657 0.99074
15 Ability to manage time 4.1931 0.94757
16 Able to manage self and work alone 3.9914 0.98695
17 Being resourceful 3.9185 1.03693
18 Be able to make decisions 3.9614 0.94835
19 Understand relationships amongst workplace, processes and systems 3.9013 1.06417
20 Adapts resource allocation to cope with contingencies 3.8541 1.08087
21 Allocates people and other resources to tasks 3.9313 1.14263
22 Have enthusiasm for ongoing learning 4.0300 1.03971
23 Willing to learn in any setting 4.2103 0.92544
24 Open to new ideas and techniques 4.0730 0.95988
25 Prepare to invest time and effort in learning new skills 4.0862 0.98093
26 Acknowledge the need to learn in order to accommodate change 4.0901 1.02786
27 Able to relate the use of technology to work 4.0343 0.95531
28 Having basic computer skills 4.1202 0.97961
29 Willing to upgrade technology skills 4.0429 0.92282
30 Willing to use a range of technologies 4.3004 1.58246
31 Use technology to seek, process and present information 4.4549 3.88730
32 Use relevant and physical abilities for application of technology 4.0558 .92911
Scale: Very High (VH), High (H), Moderately Low (ML), Low (L), and Very Low (VL)
The low skills acquired by the students could be attributed to one of the reasons why the graduates of
technical and vocational education are un-employable in the labor market. It is also one of the reasons why
the government of Nigeria is importing labor from outside the country. Although, employability skills is not
6. Archives Des Sciences Vol 65, No. 7;Jul 2012
397 ISSN 1661-464X
a component that is being taught in a classroom as a subject but it is rather classified as the knowledge that
is being acquired through the process of education and training of students in the schools. These could be
obtained through the system such as library, laboratory/workshop, teaching and learning etc. (Ab. Rahim
and Hanafi, 2007).
Table 2. Students’ level of competence
S/No Employability skills Means Std. Deviation
1 Listening and understanding communication 2.3974 1.09630
2 Speaking clearly and directly 2.4444 1.11905
3 Reading independently 2.2650 1.12248
4 Working well with peers and supporting staff 2.2607 1.17758
5 Transfer effectively between individual work and team work 2.2009 1.11479
6 Knowing own role as part of the team in the work situation 2.0897 1.11007
7 Be able to develop creative solutions in practical problems 2.2650 1.09539
8 Showing independence and initiative in identifying problems and solving them 2.2521 1.07672
9 Solving problems in team 3.1923 1.13913
10 Making estimate and calculate well 2.3291 1.16395
11 Understanding tables, figures and can interpret graphs 2.2051 1.09653
12 Understanding basic budgeting 2.2137 1.09880
13 Ability to adapt to new situations 2.1581 1.05462
14 Ability to develop a strategic vision 2.1880 1.11511
15 Ability to manage time 3.1368 1.20732
16 Able to manage self and work alone 3.1752 1.14565
17 Being resourceful 2.9829 1.16444
18 Be able to make decisions 2.1581 1.11014
19 Understand relationships amongst workplace, processes and systems 2.1538 1.01589
20 Adapts resource allocation to cope with contingencies 2.0641 1.16464
21 Allocates people and other resources to tasks 3.0256 1.01881
22 Have enthusiasm for ongoing learning 3.3205 1.20614
23 Willing to learn in any setting 3.4274 1.19237
24 Open to new ideas and techniques 2.4402 1.14536
25 Prepare to invest time and effort in learning new skills 2.4359 1.19645
26 Acknowledge the need to learn in order to accommodate change 3.3248 1.15219
27 Able to relate the use of technology to work 2.3077 1.13819
28 Having basic computer skills 2.1496 1.21465
29 Willing to upgrade technology skills 2.2650 1.17113
30 Willing to use a range of technologies 2.3419 1.14721
31 Use technology to seek, process and present information 2.1863 1.18252
32 Use relevant and physical abilities for application of technology 2.3248 1.04679
Scale: Very High Competence (VHC), High Competence (HC), Moderate Competence (MC), Low
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Competence (LC) and Very Low Competence (VLC).
The result of the third objective in Tables 3 and 4 sought to find the differences of perception of students in
terms importance as well as competencies. The finding shows that a significant difference was found within
the ages 16 -18 and 19 -21 (m = 4.128 and 3.69; SD =.48 and .51) with total mean average of 3.68 rated the
importance of employability skills higher than students within 22 -24 years and 25 & above (m =3.54 and
3.40; SD =.38 and .28).
The findings of objective three found a significant difference between the students from the age of 16-18
and 19-21 to have considered the employability skills components to be of high importance with their
counterparts within the ages of 22-24 and 25 and above. This indicates that students within the ages of
16-21 perceived the importance of employability skills clusters towards entry in to the workplace as a
factor that will help to secure and maintain jobs.
Table 3. Level of importance of employability skills among students’ age
Age Number of Students Mean Std. Deviation
16-18 111 4.1288 .48400
19-21 108 3.6988 .51097
22-24 12 3.5458 .38462
above 25 2 3.4000 .28284
Total 233 3.6859 .49495
Table 4. Means for Competencies among students’ age
Age Number of Students Mean Std. Deviation
16-18 111 2.8031 .49032
19-21 108 3.3119 .49850
22-24 12 2.6708 .38344
above 25 2 3.1000 .28284
Total 233 2.9705 .49594
The findings of this study in Table 4 also shows that no significant difference was found in terms of
competence level among students (m = 2.80, 3.31, 2.69 and 3.10; SD = .49, .49, .38 and .28) with total
mean average of 2.97 indicating that students have low level of competence in their employability skill
irrespective of age. This indicates that all the students have equal perception towards the type of education
and training they acquired in terms of their competencies on employability skills. This study is also in line
with the findings of Arensdorf (2009) in his study titled “The Perceptions of Employability Skills
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Transferred from Academic Leadership Classes to the Workplace: A Study of the FHSU Leadership Studies
Certificate Program”. The result affirms that, no significant difference was found in among the 237
respondents on the levels of competence in all the employability skills components.
Conclusively, education and training in Nigeria has not received the much desired attention for the
production of skilled personnel for the purpose of industrial development and work habits. The
employability skill acquired by the students of technical and vocational education is at a low level and
could not support the graduates towards entry in to the workplace. A part from acquiring the basic technical
skills in various technical programs, the students need to be equipped with soft skills for entry into the
world of work. All the seven skills components namely; Problem Solving, Planning and Organizing,
Learning & Technology, Self-management, Team work, Initiative and Enterprise and Communication skills
were rated high by the respondents as important items towards entry and maintaining job career but the
competency in terms of employability skills remains low. However, there is still an opportunity for
technical and vocational institution in Nigeria to focus and redouble efforts towards equipping the students’
employability skills. Quality education and training enhances productivity, therefore, students of technical
and vocational education in Nigeria need a better education that will help in accomplish the national goals.
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