Employability skills are essential skills needed in today's work place for effective employment sustainability. However, most graduates of woodwork technology at colleges of education (Technical) in Nigeria lacked employability skills and as such cannot be employed in the wood industry. Therefore, this paper seeks to determine effective strategies for enhancing woodwork technology education student's employability skills through project-based learning (PoBL) at COET in Nigeria. Three research questions and four hypotheses were posed for the study. The study population comprised 67 respondents for the quantitative part and 7 participants for the qualitative part involving WTE lecturers at COET in north western Nigeria. Data for the study were collected through structured questionnaire and interview protocol, and analyse using SPSS version 24 to process the frequency, percentage, mean, standard deviation and t-test for the questionnaire, while NVIVO 12 was used to transcribe the interview. Findings from the study revealed that most elements of employability skills are not embedded into the curriculum of WTE. The findings also revealed that through effective implementation of PoBL, engaging students in activities that could enhance their creativity, critical thinking, communication skills and application of ICT in WTE teaching and learning, WTE student's employability skills will be enhanced.
The chapter examined the concept of entrepreneurship in technical education; types of entrepreneurs such as craft-men, promoters and opportunists; profile of an entrepreneur like originality, hard-work drive, task result oriented, among others; relevance of entrepreneurship to technical education students or graduands such as creating necessary awareness and motivation to excel in students/graduands so as to promote self-reliance and self-employment which is an alternative to salary and wages; challenges in the implementation process of entrepreneurship in technical education, example conglomeration of contents like financial accounting, commerce, economics, among others. In summary, entrepreneurship has been viewed from the standpoints of the psychologist (behaviourist), the economist, and sociologist. Furthermore, the objective of the chapter is to provide literature synthesis on the concept of entrepreneurship. The methodology was meta-synthesis of 15 relevant studies obtained from conference proceedings, text books, and online data bases. Scope of the study included higher and secondary education which are selected as the focus groups of the study in order to encourage assimilation and implementation of entrepreneurship education curricula and development. Data acquired were quantified using descriptive statistics (percentages on bar chart). The result of the study signifies definitions, characteristics, and importance of entrepreneurship needed for improvement of knowledge in enterprise curricula aside from skills and competencies. Higher and Secondary education are selected as the focus groups of the study in order to encourage assimilation and implementation of entrepreneurship education curricula and development.
Construction Technology Education (CTE) students in tertiary institutions of Nigeria have been criticised of their inability to demonstrate entrepreneurship and creativity skills after graduation. As such wood and building construction industries in Nigeria could not employ CTE graduates. Therefore, this study aims to determine entrepreneurship and creativity skills components appropriate for embedding into the curriculum of CTE program in Nigerian tertiary institutions. A qualitative research method involving intrinsic case study design was employed for the study. The population for the study comprised 16 CTE experts purposively selected from the tertiary institutions in the north western states of Nigeria. The study utilised a semi structured interview protocol as the instrument for qualitative data collection. 3 CTE experts from Nigerian tertiary institutions validated the protocol. Data from the interview responses were manually transcribed coded and interpreted. Findings from the responses of the participants revealed marketing skills, ICT skills, management skills as part of the entrepreneurship skills components appropriate to embedded into the curriculum of CTE program. The finding further revealed that critical thinking skills, innovative skills, and self-evaluation skills formed part of the creativity skills components appropriate for embedding into the curriculum of CTE program. The study concludes by recommending to the agencies responsible with running tertiary institutions in Nigeria to do the needful in restructuring the CTE curriculum at the undergraduate level to incorporate entrepreneurship and creativity skills components for employment sustainability of CTE students after graduation. Embedding Components of Entrepreneurship and Creativity Skills into Construction Technology Education Curriculum in Nigeria
The study examined functional approaches for applying work-based learning (WBL) into Electrical and Electronic Technology (EET) in northwest Nigeria. Survey research design was adopted to carry out the study. Random sampling technique was used to select two tertiary institutions offering Electrical and Electronic Technology. The entire 32 lecturers of EET from the two tertiary institutions and 64 supervisors of registered Electrical Technology firms in the two states making a total of 96 respondents were used for the study. Data were obtained using structured 48-item questionnaire titled ‘Functional Approaches for Applying Work-based Learning Questionnaire (FAAWBLQ)’. Data collected were analyzed using descriptive statistics such as frequency, percentages and mean ratings. In interpreting the results, work-based learning experience with percentage score of 50% and above were interpreted as ‘Practiced’ while those with less than 50% were interpreted as ‘Not Practiced’. Using 2.50 as the cut-off point, items with mean values of 2.50 and above were interpreted as ‘Agreed’. The results of the study showed that only 2 out of the 17 identified work-based learning components were practiced for skill acquisition in Electrical Technology in Northwest Nigeria. In addition, the study identified administrative, school-industry and resource inputs approach for effective application of WBL that will guarantee skill acquisition in Northwest Nigeria. The study recommended policies to strengthen a dynamic and robust WBL in technical and vocation education (TVE) in Nigeria and that work-based learning framework in Nigeria be carefully developed and overseen by Industrial Training Unit (ITU) of education sector to coordinate the synergy between training institutions and industry for improved skill acquisition of the teaming Nigerian youths.
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