STAKEHOLDERS' PERCEPTION OF ADEQUACY OF TECHNOLOGY EDUCATION PROGRAMME IN NIGERIAN UNIVERSITIES FOR ACQUISITION OF REQUISITE EMPLOYABLE SKILLS BY STUDENTS

The study was carried out to determine stakeholder's perception of adequacy of
technology education programme in Nigerian Universities for acquisition of requisite
employable skills by students. Three research questions guided the study and two null
hypotheseswere tested at
0.05 level of significance. Descriptive survey research design was used for the study. A
validated questionnaire with reliability coefficient of 0.73 was used for data collection. The
population was made up of 227 technology education students, 57 trainers and 33
employers of technology education graduates from the three zones that make up northern
Nigeria. Both multi-stage and purposive sampling techniques were used resulting to a
sample size of 188 respondents (128 students, 37 trainers and 33 employers, drawn from
three universities. Mean and standard Deviation were used to answer the research
questions using a benchmark of 2.50 as an index for agreement and to determine the
homogeneity or otherwise of the respondents. z-Test was used to test the two null
hypotheses. The findings showed that the technology education programme in Nigerian
universitiesis adequate for equipping students with theappropriategeneric skillsregardless
of their stress areas. The programme wasfound not adequate for equipping the students
with the skills needed for industrial work and self- reliance among others. Based on the
findings the researcher recommended among others that curriculum planners should
integrate more professional technology education courses on emerging problems in
technology education into the programme to complement the employability skills.

View PDF

Adamu, I. (2014). Assessment of Adequacy of Business Education Curriculum Content
on University Students Acquisition of Requisite Skills for Job Opportunities in
Nigeria.Unpublished Ph.Ddissertation,AhmaduBelloUniversity,Zaria
Billing, D. (2003). Generic Cognitive Abilities in Higher Education: An International
Analysis of Skills Sought by Stakeholders.Journal of Comparative Education. 33(3)
335-350
Dudovsky, J. (2014). The Ultimate Guide to Writing a Dissertation in Business studies.
NewYork: BV Inc
Federal Republic of Nigeria, FRN. (2011). Benchmark of Minimum Academic Standard
(BMAS) for Education. Abuja: NUC
Federal Republic of Nigeria, FRN.(2013). National Policy on Education. Abuja: Federal
Ministry of Information
Isma'il, S. & Mohammed, D.S. (2015). Employability Skills in TVET Curriculum in Nigerian
Federal University of Technology.Procedia-Social and Behavioural Sciences 7(1)
73-80
Lapan, R.T., Tucker, B., Kim, S.K. &Kosciulek J. F. (2003). Preparing Rural Adolescents for
Post-HighSchoolTransitions.JournalofCounseling andDevelopment 81(3)32-34
Marinho S. (2009). An Analysis of Curriculum Development and Content Delivery in
Nigeria. Unpublished paper
Okoye, K.R.E. Chijioke, O.P. (2014). Technical Vocational Education and training
(TVET)anIntervention Mechanism for Global Competitiveness: Perspectives from
Nigeria.Developing Country Studies 4(4) 85-91
Orensanya, T.O. Omudewa, O. S. Kolade, T. T. Fashedemi, A. O. (2014). Vocational
Education and Employability: The Nigerian Situation. Journal of Poverty,
Investment, and Development. 3(1) 158-160
Senior,Z.(2009).Challengesof LabourMarketonGraduatesin21stCentury:Unpublished
Sodipo, O.O. (2014). Emloyability of Tertiary Education Graduates in Nigeria: Closing the
Skill Gap.Global Journal of Human Resources Management. 2(3) 28-36
Uzoagulu, A.E. (2011). A Practical guide to Writing Research Project Reports in Tertiary
Institutions. Enugu: John Jocob's Classic Publishers
Zaharim, A. Yussouf, Y.M. Omar, M.Z. Mohammed, A. Muhammad, N. (2009). Engineering
Employability Skills Required by Employers in Asia. Proceedings of the Asia 6
th
WSEAS, InternationalConferenceonEngineering Education,Italy