Occupational Preference of Vocational Technical Teacher Education Students in South-South, Nigeria (Published)
Amid increasing students’ enrollment in Nigeria Certificate in Education (NCE) vocational technical education (VTE) programmes in colleges of education (COEs), there is evident shortage of vocational technical teachers in basic education schools across Nigeria. Understanding the occupational preference of students, their career destination and reasons for the preference could assist in addressing the shortage and how to provide support to facilitate students’ transition from school to work. The study aimed to investigate occupational preference of students, reveal reasons which shaped the preference and possible differences in preference in relation to students’ field of specialization. The participants were final year (N=499) vocational technical teacher education students in South-South, Nigeria. The sample size was 222 students. The research data was collected using researcher constructed questionnaire. This instrument has a reliability index of 0.85. The data collected was analyzed by means of descriptive and inferential statistics. The findings revealed teaching as the occupational preference of the students. Students’ preference for teaching was shaped by non-monetary motivational factors as job security, love for teaching and working with people. Abundant job opportunities in teaching field, which are easy to access and flexible working hours that provide opportunities to engage in other economic activities further explained students’ preference for teaching. Students’ preference for teaching was not influenced by their areas of specialization. Consequently, it was recommended that government should introduce incentives to encourage students to enter and remain in teaching.
Keywords: Nigeria, Nigeria Certificate in education, Occupational preference, Self-employment, South-South, Teaching, vocational technical education
Soft Skills Preparation as Panacea for Self-Employment for Tvet Technician Graduates in Kenya (Published)
The main aim of the paper was to assess how effect of soft skills on self-employment among Technical and Vocational Education and Training technician graduates in Kenya. The specific soft skills investigated in this study were practice time management, solve problems, work independently, interpersonal skills, communication skills, decision making skill, creativity/innovations and adaptability on self-employment among TVET graduates. This study was based on pragmatic research paradigm using embedded research design. The study targeted 527 technician graduate from TVET institutions in Uasin Gishu county Kenya. Simple random was used to select 320 sample size. Quantitative data analysis was done using descriptive statistics and inferential statistics. The interview transcripts were analysed using thematic analysis. Multiple Regression analysis was done to test hypothesis. Findings showed that TVET institutions did not inculcate soft skills content required for survival in self-employment. The generic skills tested were ranked from highly perceived as good to the least good: time management, ability to solve problems, ability to work autonomously, interpersonal skills, communication skills, decision making, creativity and innovative skills, and adaptability. However, despite time management being ranked the highest it had no effect on self-employment. Regression results revealed that ability to solve problems, ability to work independently, interpersonal skills, adaptability and creativity and innovations have a positive and significant effect on self-employment.
Keywords: Communication Skills, Self-employment, Soft Skills, TVET, Time Management