School of Science and Technology Education (SSTE)

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School of Science and Technology Education (SSTE)

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Author: search.filters.author.Igwe, C. O.Subject: search.filters.subject.Niger State

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    Cross Job Transferability Skills Required by Technical and Vocational Education Graduates for Curbing Unemployment in Niger State
    (4th International Conference of School of Science and Technology Education (SSTE), 2016) Raymond, E.; Ojeme, J. A.; Igwe, C. O.; Mohammed, A. S.
    This study was designed to determine the cross job transferability skills required by Technical and Vocational Education graduates for curbing unemployment in Niger State. The study adopted a descriptive survey research design. A total of 50 respondents comprising of ten (10) Technical and Vocational Education lecturers in Federal University of Technology, Minna, twenty (20) Technical and Vocational Education graduates already working in Niger State, and twenty(20) employers of labour. Two research questions guided the study. The instrument for data collection was a five point scale questionnaires titled: Cross Job Transferability Skills Questionnaires (CJTSQ). Mean and standard deviation were used to answer the research questions. Finding revealed that: Appropriate expression of feelings, understanding and respect of the feelings of others; working effectively and productively with others; and defining and accepting individual and group roles and responsibilities are among the required transferable skills needed for cross job mobility of Technical and Vocational Education graduate. It was also discovered that redesigning programmes to include content that are vocationally oriented; and allowing students to discover and develop skills by themselves are techniques for improving the acquisition of cross job transferability skills of technical and vocational education graduates. It was therefore recommended that greater recognition and promotion of transferable skills to enhance flexibility in cross-occupational mobility should be encouraged in Technical and Vocational Education. Also, teachers and employment facilitators should help Technical and Vocational Education graduates recognize and understand their transferable skills.
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    Problems and prospects of computer aided instruction in public primary schools in Niger State
    (Journal of Information, Education, Science and Technology (JOEST), 2015) Aniah, A.; Alabi, T. O.; Igwe, C. O.
    The paper examined the problems and prospects of Computer Aided Instruction (CAI) in public primary schools in Niger State. The advantages of CAI were raised in the paper while the problems militating against the success of the programme were also highlighted including cost of funding the programme, lack of training opportunities for teachers to be abreast with the techniques of modern technologies, absence of experts to operate the computers, electricity to power the media and time used to develop the software or packages were identified. However, the prospect of CAI to primary school education in Niger State will rest squarely on how the problems enumerated above are addressed. Recommendations were made for government to fund and also embark on massive computer training program, provide alternative source of energy to enhance smooth operation and application of CAI whenever the need arise, experts to maintain the computers, organize workshops and seminars to update teachers knowledge and also provide incentives to boost their moral including Public Private Partnership (PPP) for better CAI programme in primary school.
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    Assessment of the Skill Acquisition Centers in Training Youths for self-Employment in Niger State
    (Benue State University Journal of Education (BSUJE), 2017) Igwe, C. O.; Abutu, F.; Gana, C. S.; Nwokolo-Ojo, J. C.; Mohammed, M. M
    This paper assessed the effectiveness of skill acquisition centers in training youths for self-employment in Niger State. The study was a survey research in which data were collected with the use of a 30-item questionnaire on a population of 158 respondents purposively sampled from National Directorate of Employment (NDE) skill acquisition centers for youth in Minna, Suleja and Bida towns. The data were analyzed using mean and standard deviation on a 4-point scale, while z-test was used to test the null hypotheses at.05 level of probability. Findings of the study revealed that a number of programmes are put in place in skill acquisition centers but faced several challenges in terms of effective implementation. The study found that the small amount of salaries paid to master trainers plus the irregularities and delay in payment reduces motivation to teach skills; poor monitoring, supervision and pedagogical competence in terms of instructional delivery of skills; poor funding and misappropriation of training funds plus disregards to the needs of the informal sector: are among the major challenges faced by skill acquisition centers in training youth for self-employment in Niger State. The study recommended standardizing programme implementation operations and certification at skill acquisition centers and adequate funding of NDE youth training programmes at all levels of governance in Nigeria.