Influence of Institutional Variables on Employability Skills Acquisition among Business Education Students in Tertiary Institutions In Cross River State, Nigeria (Published)
This study determined the influence of institutional variables on employability skills acquisition among Business Education students in tertiary institutions in Cross River State, Nigeria. Survey research design was employed in carrying out the study. Data were collected using a researcher-made questionnaire which was validated by two Vocational Educators and an expert in Measurement and Evaluation. A reliability estimate of .80, .81 and .87 was achieved for the research variables using Cronbach Alpha Statistical Analysis, after a trial test was conducted using 20 final year Business Education students in University of Uyo who did not form part of the main study sample. The questionnaire was administered to 400 final year Business Education students using stratified and accidental sampling techniques. Data analysis was done, while two (2) hypotheses were formulated and tested for significance using Simple Linear Regression Statistical Technique. Analyzed data were presented in form of tables and the results revealed that there is significant influence of classroom climate and instructional method on employability skills acquisition among Business Education Students. Based on the findings of the study, it was recommended among others that the teacher should always utilize practical method of instruction that can help the students concretize what they learn and apply it in real life situation as learnt.
The Changing Nature of Work and Employability Skills Development in Higher Education Institutions in Ghana (Published)
There is growing awareness in Ghana of the importance of higher education to develop and enhance employability skills in the increasing competitive global market. Both higher education and labour market are changing rapidly. As the student intake is becoming more diverse in age, background, previous educational experience, interests and ambitions, graduate employment is also changing and diversifying as many students continue to work part-time throughout their study programmes. Essentially, this study explores the development of employability skills in higher educational institutions through the review of research studies, policy documents and experiences from other countries. Relevant literature relating to potential sources, promotion and barriers to employability skills development are further examined. The paper concludes with strategies and policy guidelines to enhancing employability development in HEIs in Ghana to promote graduates mobility in the rapidly changing working environment.
The issue of graduate unemployment has been in the front burner of discourse in the nation in recent years with the churning out of graduate’s year in, year out clogging further the labour market. Even with the large number of unemployed graduates in the country, employers of labour still find it difficult to fill the existing few vacancies that crop up from time to time because these graduates are often found unemployable. They lack certain requisite skills for sustainable employment. These skills create a gap in their knowledge which should have been embedded in the curriculum used in the process of training them. From the literature reviewed, the paper looked into what the employers actually want, recognising the gaps in the required skills and how these can be incorporated into the curriculum the students are exposed to before they graduate. This curriculum should expose them to skills apart from technical and professional skills that will make them employable or make them self-employed, reducing greatly the number of unemployed people in the nation. This will stem the tide of rising social menace in the country often created by joblessness, which if not addressed can threaten the stability of the nation