Tag Archives: Employability Skills

Employability Skills Needed By Office Technology and Management Graduates for Entrepreneurship and Gainful Employment in Nigeria (Published)

This study investigated employability skills needed by Office Technology and Management graduates for entrepreneurship and gainful employment as perceived by stakeholders in South-Western, Nigeria.  Descriptive survey research design was used for this study.  Two research questions guided the study. The population comprised 120 OTM lecturers, 69 directors and 10,339 registered entrepreneurs, totaling 10,528 respondents. Multi-stage sampling technique was used to select 78 OTM lecturers, 34 directors and 115 registered entrepreneurs, totaling 227 respondents.  The instrument for data collection was a 20-item structured questionnaire based on four-point modified Likert rating scale format. The instrument was validated by three experts. The questionnaire was distributed to the respondents with the aid of research assistants. Mean and standard deviation were used to analyze the data collected.  Based on the findings of the study, it was concluded that most of the communication and ICT skills identified in the study were indispensable to entrepreneurship success and gainful employment in contemporary world of business   and work.  The study recommended that curriculum developers should incorporate more elements of communication and ICT skills into OTM curriculum, in order to equip graduates with the skills needed to secure gainful employment and succeed  in contemporary  world  of  business  and  there  should  be periodic curriculum updates  to  accommodate new skills needed  by  OTM graduates to excel in a dynamic technological world.

 

Keywords: Employability Skills, OTM Graduates., entrepreneurship and gainful employment

Foundational Competency Improvement Needs for Employability of Accounting Education Students in North-East Nigeria (Published)

The study examined the foundational competency improvement needs for employment of undergraduate accounting education students in North-east, Nigeria, using descriptive survey research design involving a structured questionnaire. The sample of the study comprised 52 Accounting educators, 156 accountants in industries, and 281 final year undergraduate accounting education students. The questionnaire had two different rating scales. The first rating scale was used to collect data relating to the level of importance of the skills and the second rating scale was used to collect data on the extent to which the skills were consciously developed during their studies. This questionnaire was validated and pilot tested, and a reliability coefficient of 0.79 was obtained. The data were collected by the researcher assisted by ten trained research assistants. The data were analyzed using Table of frequencies, mean scores, standard deviation, and Improvement Needs Index to answer the two research questions, while the two hypotheses were tested using independent sample t. test. The study disclosed that all the 52 foundational skills were adjudged by accounting educators and accountants in industries as very important for inclusion in the curriculum of undergraduate accounting education students in North- east, Nigeria. Undergraduate accounting education students were deficient in four of the six subscales of foundational skills. Based on the findings, it was recommended that accounting educators should include the areas of deficiencies identified in this study in undergraduate curriculum of accounting education and focus attention on developing those skills.

Keywords: Accounting Education, Accounting Skills, Employability Skills, foundational skills, skill improvement needs

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.

Keywords: Business Education, Cross River State, Employability Skills, Institutional variables, Nigeria

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.

Keywords: Employability Skills, Generic Competencies, graduates, higher educational institutions

EMPLOYABILITY OF TERTIARY EDUCATION GRADUATES IN NIGERIA: CLOSING THE SKILLS-GAP (Published)

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

Keywords: Employability, Employability Skills, Entrepreneurship, Skills-Gap, Unemployment