British Journal of Education (BJE)

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Exploration of Entrepreneurship and Employability Skills Needed for Poverty Alleviation: Evidence from Oyo State, Nigeria (Published)

This study focused on the exploration of entrepreneurship and employability skills needed for poverty alleviation in Oyo State. The study answered two research questions and tested two null hypotheses in line with the stated objectives. The target population of the study comprised two hundred and seven (207) 300Level and 400Level students in the Department of Educational Management in University of Ibadan, Nigeria. No sampling was done as the population is neither too small nor dispersal. Data were collected using a self-designed questionnaire titled Questionnaire on Entrepreneurship and Employability Skills needed for Poverty Alleviation (QEESPA)”. Findings reveal that Soft skills are needed for poverty alleviation in Ibadan North Local Government area of Oyo State, Nigeria (mean = 3.22, SD = 0.71) and there was no significant difference in the mean responses of male and female respondents regarding business skills and poverty alleviation in Ibadan North Local Government area of Oyo State, Nigeria (t205 = 1.191, P>0.05). Based on the findings made, it is concluded that business and soft skills are essential for reducing poverty in Oyo State Nigeria, specifically in the Ibadan North Local Government Area and society s affected by absence or lack of these skills. Based on the conclusion drawn, it is recommended, among others, that appropriate government agencies should launch a vigorous awareness campaign to educate the public on the value of acquiring business skills.

Keywords: Employability, Entrepreneurship, Poverty, Skills

Extensiveness of Higher Education Development Programme on Enabling Institutional Linkage to Ensure Quality University Graduates in the Northern Zone Tanzania (Published)

Institutional linkages has been a demand for all universities in the world. Higher Education Development Programme (HEDP) was meant to cater for this fundamental purpose. This study therefore aimed at finding out the extensiveness of HEDP on enabling institutional linkages of universities in the Northern Zone Tanzania. The study was anchored to the Value-Added-Theory. Convergent design under the mixed research paradigm lead the study. The target population for the study was 18,601 respondents from eight (8) Universities in the Northern Zone of Tanzania. This comprised of 5,118 final year bachelor degree students, 483 lecturers, 8 DVC-academics, 12,292 alumni and 100 employers. The study sample comprised of 697 respondents from which 511 were final year bachelor degree students, 48 lecturers, 4 DVC academics, 124 alumni and 10 employers. Sampling techniques included stratified random, purposive and automatic inclusion. Data collected through questionnaires, indepth interview guides and document analysis guides. Validity of quantitative data collection instruments was ensured through content and face validity while for qualitative was ensured through explanation of the purpose of study and ensuring equal time for each interview. Internal consistency of Likert type items was estimated through Cronbach Alpha, while the dependability of qualitative items was ensured through triangulation. Quantitative data was analyzed by using descriptive statistics where frequencies, percentages, and means were determined. Qualitative data was analyzed through transcription of texts, generate themes, interpret, discuss and making conclusions. The study found that, HEDP is to some extent known to students and alumni for its purpose of establishing linkages. The study concluded that HEDP has to the lower extent achieved the goal of ensuring institutional linkages. The study recommended that universities should conduct periodic review and reform programmes to cater for the needs of the current demands of 21st century soft skills.

Citation: Fortunatus Michael Mbua,  Victorini Salema & Timothy Mandila (2022) Extensiveness of Higher Education Development Programme on Enabling Institutional Linkage to Ensure Quality University Graduates in the Northern Zone Tanzania, British Journal of Education, Vol.10, Issue 11, pp.45-65


Keywords: Employability, Soft Skills, competitive job market, institutional linkages, quality graduates and 21st Century skills

Managing University Education for Employability in Nigeria: The Way Forward (Published)

The study investigates the concerning issue of unemployment among Nigerian graduates in recent years. Youth unemployment has come from the University’s incapacity to meet the needs of these graduates, as well as the promotion of economic, self-reliance, and self-sufficiency. In Nigeria, this has led in a rise in youth unrest. In addition, the purpose of this study is to investigate employability, with a focus on the relationship between education and employability, in order to evaluate whether employability can be improved through university education. The article goes on to highlight some employability skills and propose ways for universities to re-engineer themselves in order to obtain these capabilities for the benefit of our students and society as a whole.

Citation: Ossai  A.G. and Okokoyo, I. E (2022)  Managing University Education for Employability in Nigeria: The Way Forward, British Journal of Education, Vol.10., Issue 6, pp. 37-45

Keywords: Employability, Nigeria, University, graduates

Unemployability of the Nigerian Graduate: The Effect of Tertiary Institutions-Industry Disconnect (Published)

The main objective of the study was to examine the effect of tertiary institutions-industry disconnect in Nigeria. To achieve this, primary data was collated using a questionnaire from an online survey from 550 participants. Descriptive and inferential statistical methods were employed to estimate the data. The estimates indicates that practical skills was positive but insignificant, while industrial training and workshop were both positive and significant in aligning the curriculum content with the workplace needs of employers. The logit estimates indicate that grade point average and type of qualification were negative and bear insignificant effect on educational content and workplace readiness. The estimates further showed that ICT skills and additional certification have a positive and significant effect on educational content and workplace readiness. The estimates suggest that there is a 54% chance that employment matches the degree acquired. The estimates also indicate that the coefficient of practical skills is negative and insignificant, while industrial work experience is an eligible link between tertiary institutions and industry. The results suggest that ICT and additional certificates increase employability by 32%-40% and 15.5%-27.9% respectively. Work experience drivers employability by 6.4%. The study concludes that practical skills, industrial training/workshop, and additional certificates as significant factors that can enhance the link between institutions of learning, the demands of the labour market, and graduate employability in Nigeria. Among others, the study recommends the need to integrate industry needs into the educational curricula. The study also recommends the need to ensure collaboration between industry and tertiary institutions. Again, it suggests the need for graduates to acquire professional certificates to enhance their chances of employment.


Keywords: Curriculum, Employability, practical skills, unemployability, workplace readiness

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