International Journal of the Institute for Empirical Research and Sustainable Development

(IJIERSD), 2021.
VOLUME, 17, PAGE 179-190

Technical Skills Need for Sustainable Development of Tertiary Institution Graduates in

Rivers State

IGRUBIA, Victor Ph.D

Department of Technical Education,
Isaac Jasper College of Education Sagbama, Bayelsa State
E-mail: victorigrubia@yahoo.com (08033395855)

&
SAUE, Baritule P., M.Ed
Department of Technical Education,
Ignatius Ajuru University of Education Port Harcourt Rivers State
Correspondence Email & Phone No: sauegodslead@gmail.com (07039182970)

&
YEKOROGHA, Latei
Department of Fine & Applied Art Education,
Isaac Jasper College of Education Sagbama, Bayelsa State (08032549895)
E-mail: leteiyyoupele@gmail.com

Abstract
The study examined technical skills need for sustainable development of tertiary institution
graduates in Rivers State. Three (3) objectives and research questions guided the study and three
(3) hypotheses were formulated at .05 level of significant. The survey research design was used
for the study. The population of the study comprised of all the seventy-seven (77) staff and
instructors in technical education department of the three (3) tertiary institutions offering technical
education in Rivers States namely; Rivers State University Port Harcourt, Ignatius Ajuru
University of Education Port Harcourt and Federal College of Education (Technical) Omoku. The
entire population of this study was used because of its manageable size. The instrument was based
on 30-items structured on 5 points likert scale of Strongly Agree (SA), Agree (A), Undecided (U),
Disagree (D), and Strongly Disagree (SD) and are weighed as follows 5,4,3,2 and 1 respectively.
It was decided that any mean score equal or greater than 3.50 shows “Agree” whereas mean
scores contrary to this show “Disagree”. The instrument was validated by three (3) experts; two
(2) from the department of technical education, Ignatius Ajuru University of Education Port
Harcourt and one (1) from Federal College of Education (Technical) Omoku Rivers State. The
reliability of the instrument was obtained through test-retest using Pearson Product Moment
Correlation (PPMC) and 0.73 level of consistency was determined. The result of the study
revealed that the identified industrial education skills enhance job creation among tertiary
education students in Rivers State. Recommendation reached amongst others is that sensitization
campaign as well as jingles should be carried out continuously by schools, NGOs and other
relevant agencies on the relevant and needs to acquire industrial technology skills.

Keywords: Technical Skills, Sustainable Development and Tertiary Institution

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Introduction
Education is a fundamental human right and it is necessary for socio-economic development of
society. It is a means to the fulfillment of an individual and the transfer of values from one
generation to the next. Education is a process of training designed to give knowledge, develop
skills and abilities that could lead to the development of mental alertness and the right attitude to
life. This implies that if education is adequately inculcated in human-kind, individuals would
meaningfully help themselves and positively contribute to the growth and welfare of their
immediate community. In essence, education remains the single factor that guarantees both
individual growth and community development. This can be achieved through acquisition of
relevant skills. According to Igweagbara and Saue (2018) skills are abilities and competencies
gained which is aimed at equipping an individual towards self-reliant, sustainable livelihood and
drastically reduce unemployment. Adeyemo (2010) described skill as a quality of performance
that does not rest totally upon a person’s innate capacities but which must be developed through
training, practice and experience. In other words, skill stresses the flexibility with which a skilled
operator reaches a given end on different occasions according to precise circumstances. However,
it must be emphasized that even though basic human capacities are not sufficient to produce
skills, they form the necessary basis of their development (Bayon, Vaillant & Lafuente, 2015).
Skills acquired by Nigerian graduates represent a particular way of using their capacities in
relation to societal demands, with human being and external situation together forming a
functional system.

The form of education that place emphasis on pragmatic attitude as a priority (for individual and
community development) is technical and vocational education and training (TVET). TVET is a
total deviation from the previous emphasis on 3Rs, that is, reading, writing and arithmetic, which
was fundamentally a form of credentialized entry into elite status with its graduates/products
roaming about seeking for the non-existing white collar jobs. Technical and Vocational Education
and Training is a fundamental element in the development because it allows individuals and
societies to unlock their potentials, expand their horizons and adapt to the changes in the dynamic
world (Nsiah-Gyabaah, 2009). Industrial education is an aspect of TVET that emphasizes the
acquisition of practical and life-long skills that allow beneficiaries secure employment in
industries as well as enhances their sustainable development through venturing into business and
becoming self-employed. Indeed, it is a major agent for industrial development as well as for
social progress of any country. Adenle and Shobowale (2009) pointed out that this education
exposes the learners, to acquire demonstrative skills that could be transformed into economic
benefits. Agreeing with the above, Ogundu and Saue (2019) put it that TVET is the wheel that
moves an economy towards progression and transmit knowledge, information and skills from one
generation to another. Industrial education or Industrial Technology Education (ITE) remains one
practical way to meaningfully engage the youth who are less interested in academic education in
more productive economic activities. ITE refers to education and training that prepares people for
an employment and makes them more productive in various economic fields” (Alam, 2015).

It has been noted to provide the needed employable skills and attitudes required for job
performance at the workplace. Technical education is aimed at offering industrial technology
program to employees in local industry to fulfill their need for training bearing degree credit in
the pursuit of career objectives, to offer an entry mode and career path for secondary school
students who cannot go directly into apprenticeships or similar skilled positions in the industry, to
offer opportunities for dislocated workers and persons changing careers to enter new position that
would be otherwise inaccessible, to offer a program option that is suitable for diverse industries of
the region and to provide a means by which local industry can meet growing needs to replace
skilled tradesmen, many of whom are now, or soon will be, of retirement age (Adeoye, 2005).

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Furthermore, Okoye and Okwelle (2014) stressed that industrial education is aimed at nurturing
skills and practical development of an individual.

Technical education focuses on the underpinning industry practices and production processes
required to manufacture products in a variety of industries, including aero skills, automotive,
building and construction, engineering, furnishing and plastics (Chete, Adeoti, Adeyinka &
Ogundele, 2012). It provides a unique opportunity for students to experience the challenge and
personal satisfaction of undertaking practical work while developing beneficial vocation and life
skills. Students explore the knowledge, understanding and skills of core topics through selected
industry-based electives in response to local needs, available resources and teacher expertise
(Jingfu & Li, 2011). Through both individual and collective learning experiences, students learn
to meet customer expectations of product quality at a specific price and time. The majority of
learning is done through manufacturing tasks that relates to business and that promotes adaptable,
competent, self-motivated and safe individuals who can work with colleagues to solve problems
and complete practical work. By doing manufacturing tasks, students develop transferable skills
relevant to a range of industry based electives and future employment opportunities. They
understand industry practices, interpret specifications, including technical drawings, demonstrate
and apply safe practical production process with hand/power tools and machinery, communicate
using oral, written and graphical modes, organize, calculate and plan production processes and
evaluate the products they create using predefined specifications (UNIDO, 2011).

Statement of the Problem

Many observers trace the missing link in industrial development to the neglect of technical and
vocational education and training (Nsiah-Gyabaah, 2007). Although, TVET is recognized as an
important subsector for the attainment of the industrial development in Nigeria, the training
content at some levels and the quality of teaching and learning has continued to decline.
Unfortunately, many of the TVET learning centers, especially tertiary institutions are unable to
combine theoretical training with practical exposure in order to produce qualified graduates for
direct absorption into industry, thereby churning out graduates that have continued, to clog up the
labour-market, hence, increasing the growth rate of unemployed youths in the nation. Twumasi
(2013) explained that graduate unemployment is not peculiar to Nigeria or developing nations; it
is indeed a long standing global phenomenon hence it has been a common trend in many
countries to find graduates of universities not able to secure jobs several years after graduation. It
is against this background that the researchers sought to examine TVET skills for sustainable
development of tertiary institution graduates in Rivers State.

Objectives of the Study

The objective of the study was to examine industrial technology education skills for sustainable
development of tertiary institutions graduates in Rivers State. Specifically, the study sought to
examine:
1) mechanical technology skills need for sustainable development in tertiary institutions
graduates in Rivers State
2) electrical and electronic technology skills need for sustainable development in tertiary
institutions graduates in Rivers State
3) building technology skills need for sustainable development in tertiary institutions
graduates in Rivers State
Research Questions
The following three (3) research questions guided the study
1) What are the mechanical technology skills need for sustainable development in tertiary
institutions graduates in Rivers State?

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2) What are the electrical and electronic technology skills need for sustainable development
in tertiary institutions graduates in Rivers State?
3) What are the building technology skills need for sustainable development in tertiary
institutions graduates in Rivers State?
Hypotheses
The following null hypotheses were tested at 0.05 level of consistency
1) There is no significant difference between the mean responses of staff and instructors on
mechanical technology skills need for sustainable development in tertiary institutions
graduates in Rivers State
2) There is no significant difference between the mean responses of staff and instructors on
electrical and electronic technology skills need for sustainable development in tertiary
institutions graduates in Rivers State
3) There is no significant difference between the mean responses of staff and instructors on
building technology skills need for sustainable development in tertiary institutions
graduates in Rivers State
Methods
A descriptive survey research design was used for the study. The population of the study
consisted of seventy-seven (77) respondents; fifty-three (53) technical education teaching staff
and twenty-four (24) instructors of the three (3) tertiary institutions offering technical education in
Rivers States which are Federal College of Education (Technical) Omoku, Rivers State University
Port Harcourt and Ignatius Ajuru University of Education Port Harcourt. The entire population
was used (census) because of the manageable size of the population. The instrument for data
collection was a thirty (30) items structured questionnaire which was designed on a five (5) point
likert scale of Strongly Agree (5), Agree (4), Undecided (3), Disagree (2) and Strongly Disagree
(1). The instrument tagged: Technical Skills Need for Sustainable Development of Tertiary
Institution Graduates in Rivers State (TSSDTIGRS). Three (3) experts validated the instrument;
two (2) from Ignatius Ajuru University of Education Port Harcourt and one (1) from Federal
College of Education (Technical) Omoku, validated the instrument while Pearson Product
Moment Correlation (PPMC) was used to determine the reliability of the instrument and
coefficient of 0.73 was obtained. Mean and standard deviation were used to answer the research
questions and inferential statistics of t-test was used to test the null hypotheses at a 0.05 level of
stability. It was decided that mean scores equal or higher than 3.50 was considered agreed while
mean scores less than 3.50 was considered disagreed.

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Results and Discussion

Research Question 1
What are the mechanical technology skills need for sustainable development of in tertiary
institutions graduates in Rivers State?

Table 1: Mean and standard deviation of staff and students on mechanical technology skills
need for sustainable development in tertiary institutions graduates in Rivers State
Instructors Teaching Staff
N=24 N=53
S/N ITEMS 𝑿̅1 SD1 Remark ̅2
𝑿 SD2 Remark
1 Welding and fabrication skill 3.92 1.00 Agree 3.80 0.98 Agree
2 Threading skill 4.08 0.95 Agree 4.65 0.57 Agree
3 Drilling skill 3.63 0.77 Agree 3.66 1.33 Agree
4 Auto Body repairs and spray painting skill 4.38 0.97 Agree 3.94 0.80 Agree
5 Milling skill 3.85 0.84 Agree 3.80 0.98 Agree
6 Foundry skill 3.51 1.93 Agree 3.81 1.30 Agree
7 Turning skill 3.69 0.89 Agree 3.55 0.59 Agree
8 Air conditioning and refrigeration skill 3.92 1.00 Agree 4.35 0.73 Agree
9 Grinding skill 3.66 1.34 Agree 3.77 1.20 Agree
10 Shaping skill 3.60 1.11 Agree 4.05 0.80 Agree

Grand Mean 3.82 1.08 Agree 3.94 0.93 Agree

Source: Researchers (2021)

Table 1 above showed the mean scores of staff and instructors on mechanical technology skills
need for sustainable development in tertiary institutions graduates in Rivers State. The table
summarizes the responses of staff and instructors with mean scores ranging from 3.82 - 3.94
while standard deviation scores from 0.93 - 1.08 respectively. The table revealed that the staff and
instructors agreed that acquisition of mechanical technology skills outlined is needed for
sustainable development in tertiary institutions graduates in Rivers State.

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Research Question 2

What are the electrical and electronic technology skills need for sustainable development in
tertiary institutions graduates in Rivers State?
Table 2: Mean and standard deviation of staff and students on electrical and electronic
technology skills need for sustainable development in tertiary institutions graduates in
Rivers State
Instructors Teaching Staff
N=24 N=53
S/N ITEMS ̅
𝑿1 SD1 Remark ̅
𝑿2 SD2 Remark
1 Television/radio repairing skill 3.81 1.57 Agree 3.72 1.33 Agree
2 Household electric installation skill 3.76 1.26 Agree 3.66 1.45 Agree
3 Industrial electric installation skill 3.62 0.77 Agree 3.68 0.78 Agree
4 Satellite communication dish installation 3.69 1.07 Agree 3.57 0.78 Agree
5 Computer repair skills 4.10 0.63 Agree 4.00 0.89 Agree
6 Electrical design and drafting skills 4.04 0.93 Agree 3.72 1.23 Agree
7 Skill for design and construction of siren 4.28 1.09 Agree 4.37 0.83 Agree
8 Public address system maintenance skills 4.15 0.84 Agree 4.01 0.84 Agree
9 Household electrical appliances 3.71 0.84 Agree 3.76 0.82 Agree
maintenance skills
10 Office equipment maintenance skill 3.70 0.66 Agree 3.51 0.97 Agree

Grand Mean 3.89 0.97 Agree 3.80 0.99 Agree

Source: Researchers (2021)
Table 2 above shows the mean scores of staff and instructors on electrical and electronic
technology skills need for sustainable development in tertiary institutions graduates in Rivers
State. The table summarizes the response of staff and instructors with mean scores ranging from
3.80 - 3.89 whereas standard deviation scores from 0.97 - 0.99 respectively. This shows that
electrical and electronic technology skills identified in the table above are needed for sustainable
development of graduates in Rivers State.

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Research Question 3

What are the building technology skills need for sustainable development in tertiary institutions
graduates in Rivers State?

Table 3: Mean and standard deviation of staff and students on building technology skills
need for sustainable development in tertiary institutions graduates in Rivers State
Instructors Teaching Staff
N=24 N=53
S/N ITEMS ̅
𝑿1 SD1 Remark ̅
𝑿2 SD2 Remark
1 Painting skill 3.66 0.72 Agree 3.85 0.53 Agree
2 Masonry skill 3.55 0.84 Agree 3.71 0.76 Agree
3 Building design and drafting skills 4.15 0.84 Agree 3.70 0.66 Agree
4 Tiling skill 3.76 0.82 Agree 3.55 0.97 Agree
5 Interlocking skill 3.90 1.09 Agree 3.80 0.76 Agree
6 Wall screening skill 4.03 0.86 Agree 3.60 0.84 Agree
7 Block moulding skill 4.00 1.45 Agree 4.15 0.63 Agree
8 Plaster of Paris (PoP) skill 3.95 0.70 Agree 3.88 0.99 Agree
9 Design and installation of balusters skills 4.03 0.86 Agree 3.90 1.03 Agree
10 Building drawing and interpretation skills 4.14 0.90 Agree 4.25 1.04 Agree

Grand Mean 3.92 0.91 Agree 3.84 0.82 Agree

Source: Researchers (2021)
Table 3 above shows the mean scores of staff and instructors on building technology skills need
for sustainable development in tertiary institutions graduates in Rivers State. The table
summarizes the responses of staff and instructors with mean scores ranging from 3.84 - 3.92 and
standard deviation scores from 0.82 - 0.91 respectively. This stipulated that building technology
skills identified in the table above are needed for sustainable development of graduates in Rivers
State.

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Hypotheses

Ho1: There is no significant difference between the mean responses of staff and students on
mechanical technology skills need for sustainable development in tertiary institutions graduates in
Rivers State
Table 4: t-test analysis between staff and students on mechanical technology skills need for
sustainable development in tertiary institutions graduates in Rivers State
Group N ̅
𝑿 SD Df P-value t-cal t-crit Remark
Instructors 24 3.82 1.08
75 0.05 -0.498 1.98 Accept
Staff 53 3.94 0.93
Source: Researchers (2021)
Table 4 above disclosed that the calculated value of t is equal to -0.498 and the table value of t is
equal 1.98. Since the calculated value is less than the table value, the null hypothesis stated above
is “accepted”, signifying that both staff and instructors agreed that mechanical technology skills
are rationale for sustainable development in tertiary institutions graduates in Rivers State.

Ho2: There is no significant difference between the mean responses of staff and instructors on
electrical and electronic technology skills need for sustainable development in tertiary institutions
graduates in Rivers State

Table 5: t-test analysis between staff and instructors on electrical and electronic technology
skills need for sustainable development in tertiary institutions graduates in Rivers State
Group N ̅
𝑿 SD Df P-value t-cal t-crit Remark
Instructors 24 3.89 0.97
75 0.05 0.445 1.98 Accept
Staff 53 3.80 0.99
Source: Researchers (2021)
Table 5 above disclosed that the calculated value of t is equal to 0.445 and the table value of t is
equal 1.98. Since the calculated value is less than the table value, the null hypothesis is
“accepted”. The formulated null hypothesis which reads “there is no significant difference
between the means and standard deviation scores of staff and instructors on electrical and
electronic technology skills need for sustainable development in tertiary institutions graduates in
Rivers State”. That is, both staff and instructors agreed that electrical and electronic technology
skills are needed for sustainable development in tertiary institutions graduates in Rivers State.

Ho3: There is no significant difference between the mean responses of staff and instructors on
building technology skills need for sustainable development in tertiary institutions graduates in
Rivers State

Table 6: t-test analysis between staff and instructors on building technology skills need for
sustainable development in tertiary institutions graduates in Rivers State.
Group N ̅
𝑿 SD Df P-value t-cal t-crit Remark
Instructors 24 3.92 0.91
75 0.05 0.439 1.98 Accept
Staff 53 3.84 0.82
Source: Researchers (2021)

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Table 6 above disclosed that the calculated value of t is equal to 0.439 and the table value of t is
equal 1.98. Since the calculated value is less than the table value, the null hypothesis is
“accepted”. This means that both staff and instructors agreed that building technology skills are
needed for sustainable development in tertiary institutions graduates in Rivers State.

Discussion of Findings

Table 4 above revealed that the t-calculated value -0.498 is less than t-table 1.98. Since the
calculated value is less than the table value, the null hypothesis stated above is “accepted”,
meaning that both categories of respondents agreed that mechanical technology skills such as
drilling, welding and fabrication, threading, auto body repairs and spray painting, milling, turning,
air conditioning and refrigeration, grinding, and shaping skills identified in this study are needed
for sustainable development of tertiary institution graduates in Rivers State. This result is in line
with Hugh, Jon, Joe, Terry, Wallace and Rosemary as cited in Saue (2020) who submitted that
mechanical skills acquired by students of technical education leverage unemployment for a
sustainable development upon graduation.

Table 5 above disclosed that the calculated value of t is equal to 0.445 and the table value of t is
equal 1.98. This showed that the formulated null hypothesis that reads “there is no significant
difference between the means and standard deviation scores of staff and instructors on electrical
and electrical and electronic technology skills for sustainable development in tertiary institutions
graduates in Rivers State”. That is both categories of respondents agreed that electrical and
electronic skills such as television/radio repairing, household electric installation, industrial
electric installation, satellite communication dish installation, computer repair, electrical design
and drafting, design and construction of siren, public address system maintenance, household
electrical appliances maintenance and office equipment maintenance skills identified in this study
are rationale for sustainable development of tertiary institution graduates in Rivers State. The
finding is in consensus with Okwelle and Owo (2018) electrical /electronic skills available for
students of polytechnics are vital for their sustainable development. Okoye and Okwelle (2014)
corroborated this finding when they submitted that TVET prepare learners for paid or self-
employment via its training programmes which offer broad knowledge and generic skills
applicable to a number of occupations within a given field.

Table 6 above showed that the calculated value of t is equal to 0.439 and the table value of t is
equal 1.98. Thus the formulated null hypothesis that says there is no significant difference
between the means and standard deviation scores of staff and instructors on building technology
skills need for sustainable development of graduates in Rivers State. This means that both
categories of respondents agreed that building technology skills identified in this study such as
painting, masonry, building design and drafting, tiling, interlocking, wall screening, block
moulding, Plaster of Paris (PoP), design and installation of balusters and building drawing and
interpretation skills are rationale for sustainable development of graduates in Rivers State. The
finding of this study is supported by Kennedy (2008) who listed some building skills required for
sustainable development graduate as molding of blocks, laying of blocks, rendering of walls, wall
tiling, pointing top walls and laying of curved walls (arches), compaction, curing of concrete,
application of admixture to concrete and fixing of concrete joint materials. Furthermore, agreeing
with the study Oviawe and Uwamieye (2018) who identified building skills such as mixing of
concrete, drawing and interpretation of building plans, rendering and plastering skills, production
of sandcrete block, erecting and dismantling of scaffold are required for sustainable job creation
in Rivers State.

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Conclusion
Technical education trains one to acquire skill through learning that enables one to be expert in
his chosen career or trades. It is therefore, evident that industrial technology skill acquisition is
significant in the sustainable development of beneficiaries, particularly in the area of developing
individuals toward skill acquisition for employment in industries or as an entrepreneur (job
creation). In view of the findings of this study, the study concluded that staff and instructors
responses agreed that industrial education skill acquisition such as drilling, welding and
fabrication, threading, auto body repairs and spray painting, milling, turning, air conditioning and
refrigeration, grinding, and shaping skills, television/radio repairing, household electric
installation, industrial electric installation, satellite communication dish installation, computer
repair, electrical design and drafting, design and construction of siren, public address system
maintenance, household electrical appliances maintenance and office equipment maintenance,
painting, masonry, building design and drafting, tiling, interlocking, wall screening, block
moulding, plaster of paris (PoP), design and installation of balusters and building drawing and
interpretation skills are rationale for sustainable development of tertiary institution graduates in
Rivers State.

Recommendations
Based on the findings of this study, the under listed was recommended to enhance job creation in
Rivers State.
1) Technical workshops should be re-equipped so that intensive practical training can take place
right in the school
2) Revitalize school-industry relationship through public-private partnership.
3) Adequate time should be allotted to practical in schools
4) Sensitization campaign as well as jingles should be carried out continuously by schools,
NGOs and other relevant agencies on the relevant and needs to acquire industrial technology
skills.

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