Nigeria has over the years pride itself as the largest black nation in the world; the most populous nation in Africa; and the continent's giant. It is equally reputed with having enviable fundamentals including the 6th largest gas reserve and the 8th largest crude oil reserve in the world. The nation is endowed in commercial quantities with about 37 solid mineral types [18]. Yet, technological and economic development has been rather feeble and contrasting. Compared with the emerging nations especially from the Asian continent, such as Indonesia, India, China, Malaysia and Thailand that were trailing behind Nigeria in terms of Gross Domestic Product (GDP) per capita as at 1970 [18]. These countries have advanced significantly and are not only miles ahead of Nigeria, but have emerged as major players on the global technological and economic development arena. These countries have undoubtedly harnessed the power of new technologies and nurtured droves of knowledge workers that are willing and able to propel the productivity and innovation tiers. Available literature tells that they have over the years made conscious efforts in the direction of investing, improving and enhancing the quality implementation of TVE programs in their respective countries which has led to myriads of impact including the acquisition of entrepreneurial skill, whereas, Nigeria played herself into the doldrums [9]. Globally, the two classical criteria most frequently adopted in assessing the state of wellbeing of countries are: the level of advancement in technology [13] and the pace of economic development [23], [3]. Essentially, these converging indicators remain the touchstones for which comparative ranking of countries hinges. According to [29], countries emerging in the first ten positions by rank order as technological giants in distinct areas with evidential solutions to the world's nagging challenges are: Japan, United States, Finland, South Korea, Germany, China, France, United Kingdom, Canada and Russia. Strides recorded by them which led to their attainment of this enviable
Nigeria has over the years pride itself as the largest black nation in the world; the most populous nation in Africa; and the continent’s giant. It is equally reputed with having enviable fundamentals including the 6th largest gas reserve and the 8th largest crude oil reserve in the world. The nation is endowed in commercial quantities with about 37 solid mineral types [
Compared with the emerging nations especially from the Asian continent, such as Indonesia, India, China, Malaysia and Thailand that were trailing behind Nigeria in terms of Gross Domestic Product (GDP) per capita as at 1
Globally, the two classical criteria most frequently adopted in assessing the state of wellbeing of countries are: the level of advancement in technology [
In appraising the state of economic development of countries for the year 2016, the International Monetary Fund (IMF) in her World Economic Outlook Database used the real Gross Domestic Product (GDP) growth rate [
Economic development, on the other hand is a construct most commonly used by politicians, economist, and others for so long a time now. It is a phenomenon that seeks to improve the economic well- being, quality of life and general improvement in living standards. It is typically associated with improvement in varied aspects such as: literacy level, life expectancy and the creation of wealth thresholds. But how did these countries found their niche among the ‘who-is-who’ in the world? Quality implementation of technical and vocational education proves to be the propellant, and this when fittingly entrenched could result in entrepreneurial skill acquisition which is the antidote for combating rising youth unemployment- a significant cankerworm plaguing economies and societies [
Entrepreneurial skill, therefore, was viewed by [
To objectively analyze and identify the current and foreseeable skill needs in terms of management, administrative and technical skills. This calls for a critical assessment of the current and future state of the nation in the rung of technology and economic development ladder in relation to other well-to-do nations.
To identify the entrepreneurs own personal goals and objectives (in this case, TVE graduates) and accurately analyze as well as evaluate their own skills and resources attainment. This will help in examining the extent to which the quality implementation of TVE has been achieved, and if unsatisfied, define what else need to be done to bring about access to affordable quality TVE.
To provide a realistic personal (regional or national) development plan. For any advancement to be recorded in the direction of achieving technology and economic development through TVE, it will be apt to ensure that the plans proposed are realistic, timely, measurable and attainable.
To monitor the on-going performance of the entrepreneur once the pursuit has been launch. This requires appropriate periodic review of activities carried out with a view to consolidating areas of progress, while initiating improvement techniques in areas where progress seem retarded.
As a concept, TVE is described by the Federal Republic of Nigeria [
The Joint Admission and Matriculations Board (JAMB) is the parastatal of the Federal Ministry of Education empowered by law to oversee matters of admission into tertiary institutions [
[
Closely linked to the formulation and adherence to admissions policy is the issue of quality of personnel. Two-third of the workforce that constitutes the backbone steering the flagships in nations labeled ‘economic and technological heavyweights’ are employees who have garnered greater part of their occupational skills and knowledge through the support of quality teachers and instructors in the domain of technical and vocational education [
To point the needed direction to all stakeholders, the [
Unfolding events lay bare the reality that the narrow and static paradigms of growth that sadly defines Nigeria amidst her natural resources endowments are directly associated with teaching TVE programs using crude, obsolete, mal-functioning, dilapidated and at times without facilities at all. The era when natural resources preponderantly made trade saleable are long gone, ushering in an era where this natural giftedness are convertible through the vehicle of quality facilities. According to Prosser in [
In a study, conducted by [
The absence of these facilities abound. [
Apparently, for Nigeria to speedily achieve vision 20:2020 and the Sustainable Development Goals (SGDs) which she is a signatory before the 2030 dateline, the nation ought to sail past the stop-start development patterns that hallmarks the present mono oil-based economy and lunch itself into the dawn of creating balance as well as a healthy base for the 21st century society anchored on quality implementation of TVE. In pursuance of this benefit-laden course, can improvement in admissions policy, enhancement in the quality of personnel and the utilization of standard facilities in teaching TVE programs bring about entrepreneurial skill acquisition, and restore Nigeria to the path of technology and economic development? This forms the crux of the study.
The main purpose of the study was to examine the influence of quality implementation of TVE on entrepreneurial skill acquisition for technology and economic development in Nigeria. Specifically, the study:
Examine the influence of standard admission policy in TVE programs on entrepreneurial skill acquisition for technology and economic development.
Examine the influence of quality personnel in TVE departments on entrepreneurial skill acquisition for technology and economic development.
Examine the influence of standard facilities in TVE departments on entrepreneurial skill acquisition for technology and economic development.
The following hypotheses guided the study:
Implementation of admission policy into TVE programs has no significant influence on entrepreneurial skill acquisition for technology and economic development.
The quality of personnel in TVE departments has no significant influence on entrepreneurial skill acquisition for technology and economic development.
The standard of facilities in TVE departments has no significant influence on entrepreneurial skill acquisition for technology and economic development.
The study adopted survey research design involving the use of questionnaire in a bid to gather information on the quality implementation of TVE in Nigerian universities, and how it influences entrepreneurial skill acquisition for technology and economic development. Particularly, the focus was on admission policy, quality of personnel, and standard of facilities. Three research hypotheses guided the study. The study area was Cross River State, which is one of the 36 states in Nigeria. 135 respondents from the University of Calabar (UNICAL) and Cross River University of Technology (CRUTECH) were sampled from a population of 562. The sampling techniques adopted were census sampling for the heads of department, units heads and the senior non-academic staff; purposive sampling was adopted in choosing 300 and 200 level students in the 2016/2017 academic sessions because they were considered relatively exposed to the items contained in the questionnaire while systematic random sampling was adopted in selecting 300 and 200 levels students that actually responded to the questionnaire. This is shown in Table 1.
The structured questionnaire was validated by five experts, three in Vocational Education (Business Education, Agricultural Education and Home Economics) and two experts in measurement and evaluation. The reliability estimate of 0.71 was achieved for the instrument using Cronbach reliability coefficient after a pilot test. The instrument was administered personally by the researchers and retrieved after completion. This was done after relevant information about the problem being researched was explained to the respondents. A coding key was designed to code all responses. Of the one hundred and thirty five questionnaires distributed, one hundred and twenty five copies (92.59%) were duly returned. Linear regression was used to test all the hypotheses at .05 level of significance.
Population and sample distribution of the study
Subjects | Population | Sample | ||||
UNICAL | CRUTECH | Total | UNICAL | CRUTECH | Total | |
Head of departments |
1 |
1 |
2 |
1 |
1 |
2 |
562 | 135 |
Hypothesis one
Implementation of admission policy into TVE programs has no significant influence on entrepreneurial skill acquisition for technology and economic development.
Test for significance was done using linear regression at .05 level of significance. A summary of the result is presented in Table 2.
Simple Linear Regression Analysis of implementation of admission policy into TVE programs on entrepreneurial skill acquisition for technology and economic development.
Model R R Square Adjusted R Square Std. Error of the Estimate1 .640a .521 .520 1.012Model R R Square Adjusted R Square Std. Error of the Estimate1 .640a .521 .520 1.012
Source of variationSSdfMSF-ratiop-valRegression1242.38011242.380203.80*.028Residual810.7211336.096Total2,053.101134*p<.05; df 1, 133; critical F = 3.91Source of variationSSdfMSF-ratiop-valRegression1242.38011242.380203.80*.028Residual810.7211336.096Total2,053.101134*p<.05; df 1, 133; critical F = 3.91
From Table 2, the correlation between implementation of admission policy into TVE programs and entrepreneurial skill acquisition for technology and economic development was .640. This means that, as quality implementation of admission policy into TVE programs improves, so would entrepreneurial skill acquisition for technology and economic development improve. From the correlation coefficient, an R Square of .521 was obtained, this means that about 52.1% of the total variation in entrepreneurial skill acquisition for technology and economic development is accounted for by implementation of admission policy into TVE programs. The computed F-ratio of 203.80 is greater than the critical f-value of 3.91 with 1 and 133 degree of freedom. Also, the Table showed a p-value of .028 less than 0.05 level of significance. Consequently, the null hypothesis was rejected; this means that implementation of admission policy into TVE programs has significant influence on entrepreneurial skill acquisition for technology and economic development.
Hypothesis two
The quality of personnel in TVE departments has no significant influence on entrepreneurial skill acquisition for technology and economic development.
Test for significance was done using linear regression at .05 level of significance. A summary of the result is presented in Table 3.
Simple Linear Regression Analysis of the quality of personnel in TVE departments on entrepreneurial skill acquisition for technology and economic development.
Model R R Square Adjusted R Square Std. Error of the Estimate |
1 .582a .498 .497 1.578 |
582 This means that, as the quality of personnel in TVE departments improve, so would entrepreneurial skill acquisition for technology and economic development improves From the correlation coefficient, an R Square of 498 was obtained, this means that about 498% of the total variation in entrepreneurial skill acquisition for technology and economic development is accounted for by the quality of personnel in TVE departments The computed F-ratio of 17838 is greater than the critical f-value of 391 with 1 and 133 degree of freedom Also, the Table showed a p-value of 035
Source of variation | SS | df | MS | F-ratio | p-val |
Regression | 1197.802 | 1 | 1197.802 | 178.38* | .035 |
Residual | 893.055 | 133 | 6.715 | ||
Total | 2,090.857 | 134 | |||
*p<.05; df 1, 133; critical F = 3.91 |
less than 0.05 level of significance. Consequently, the null hypothesis was rejected; this means that the quality of personnel in TVE departments has significant influence on entrepreneurial skill acquisition for technology and economic development.
Hypothesis three
The standard of facilities in TVE departments has no significant influence on entrepreneurial skill acquisition for technology and economic development.
To test this hypothesis, independent t-test statistical technique was utilized. Test for significance was done using linear regression at .05 level of significance. A summary of the result is presented in Table 4.
Simple Linear Regression Analysis of the standard of facilities in TVE departments on entrepreneurial skill acquisition for technology and economic development.
810 This means that, as the quality of personnel in TVE departments improves, so entrepreneurial skill acquisition for technology and economic development improves From the correlation coefficient, an R Square of 785 was obtained, this means that about 785% of the total variation in entrepreneurial skill acquisition for technology and economic development is accounted for by the standard of facilities in TVE departments The computed F-ratio of 20875 is greater than the critical f-value of 391 with 1 and 133 degree of freedom Also, the Table showed a p-value of 012 less than 005 level of significance Consequently, the null hypothesis was rejected; this means that the standard of facilities in TVE departments has significant influence on entrepreneurial skill acquisition for technology and economic development
Model R R Square Adjusted R Square Std. Error of the Estimate |
1 .810a .785 .783 1.246 |
Source of variationSSDfMSF-ratiop-valRegression1682.11011242.380208.75*.012Residual791.5641336.096Total2,473.674134*p<.05; df 1, 133; critical F = 3.91Source of variationSSDfMSF-ratiop-valRegression1682.11011242.380208.75*.012Residual791.5641336.096Total2,473.674134*p<.05; df 1, 133; critical F = 3.91 |
The result of hypothesis one revealed that the implementation of admission policy into TVE programs significantly influences entrepreneurial skill acquisition for technology and economic development. Of the four considerable factors upon which admission into TVE programs is based, merit system is viewed overriding with possibilities for entrepreneurial skill acquisition for technology and economic development. This finding corroborates [
The result for hypothesis two revealed that quality of personnel in TVE departments significantly influences entrepreneurial skill acquisition for technology and economic development. This means that the [
The result in hypothesis three revealed that standard of facilities in TVE departments significantly influences entrepreneurial skill acquisition for technology and economic development. This implies that facilities in TVE departments in Nigerian universities are in a state of decay, moribund, obsolescence, and to a large extent non-existence. This makes the graduates of the program who would have been the drivers of technological and economic development agenda theory majors and practical minors, which contravene the creed of TVE. The finding is in sync with [
The crawling nature of Nigeria’s technology and weakling economic development is not accidental; it is an accurate outcome of the many years of quality implementation of TVE neglect as revealed in the study. Formulation of lofty admissions policy, recruitment of adequate number of qualified personnel and investment in facilities in TVE departments in universities are merely on the pages of paper. The panacea for the nation’s renaissance in technology and economic development is for the governments to put their money and actions where the put their mouth.
Based on the findings of the study, the following recommendations are made:
Only merit should be the basis for granting admissions into TVE programs in view of the fact that there is an equitable balance now in the establishment of universities across the nation, making the continuous adherence to other factors irrelevant.
A policy should be enacted by the government for an immediate recruitment of qualified personnel into TVE departments in universities.
A pool in the name ‘TVE facilities fund’ should be established in all universities wherein contributions and donations from well- meaning individuals and corporate bodies are collected exclusively for the purpose of rehabilitating, development and procurement of the needed facilities for use in TVE departments.
Dr. Ikutal, Ajigo had his first degree (B.Sc. [Ed.]) in Agricultural Education from the University of Calabar, Cross River State, Nigeria in 1994. He then proceeded to the University of Uyo, Akwa Ibom State, Nigeria where he bagged a Master’s Degree and a Doctorate degree (M.Sc. [Ed.]) and Ph.D. all in Agricultural Education in 2005 and 2010 respectively. He started his lecturing career in 1996 with the Cross River State College of Education, Akamkpa as an Assistant Lecturer and rose to the rank of a Senior Lecturer. He held several positions including Head of Department and Sub-Dean. In 2014, he transferred his services to the Department of Vocational Education, University of Calabar where he is currently lecturing. Dr. Ajigo is the incumbent departmental Graduate Board Chairman.
Edet, David Asuquo holds a National Diploma (ND) in Business Studies from the Polytechnic Calabar, Nigeria and a Bachelor’s of Science Degree in Education (B. Sc. [Ed.]) in Business Education from Cross River University of Technology, Calabar, Nigeria. He is presently pursuing a Master’s of Science Degree in Education (M.Sc. [Ed.]) in Business Education, in the Department of Vocational Education, University of Calabar, Nigeria. His area of specialty is Accounting Education.
Abeng, Christiana Oliver is a holder of B.Sc (