Citation
Okpokor, O. I., Odu, K. O., & Umunadi, K. E. (2026). Influence of Adaptability and Organizational Work Skills on Entrepreneurial Capabilities of Technical College Graduates in South-South Nigeria. International Journal of Research, 13(3), 394–393. https://doi.org/10.26643/ijr/25
OKPOKOR, O. I.
Department of Technical Education, Delta State
University Abraka, Nigeria
onyeisi@delsu.edu.ng
Prof. K. O. Odu
Department of Technical Education, Delta State
University Abraka, Nigeria
drodu2008@yahoo.com
Prof K. E. Umunadi
Department of Technical Education, Delta State
University Abraka, Nigeria
keumunadi@delsu.edu.ng
Abstract
The study investigated the
influence of adaptability and organisational work skills on entrepreneurial
capabilities among technical college graduates in South-South Nigeria. Two research questions were raised and two
hypotheses formulated and tested at 0.05 level of significance. A causal
comparative research design was adopted for the study. The population of this
study comprises a total of 9,658 graduate in all the government owned Technical
Colleges in South-South Nigeria for the 2022/2023 session. The sample size of
the study consists 340 technical college graduates and 26 principals from 12
technical colleges selected from the six states in South-South Nigeria. Multistage
sampling procedure was used in the study. Data for this study were collected
using questionnaire. The validity and reliability of the instrument were
determined using internal consistency method and a reliability coefficient
obtained were: 0.80 for Adaptability Work Skills scale, 0.85 for Organizational
Skills scale and 0.87 for Entrepreneurial capabilities Scale.. Copies of the
instruments were administered to 370 technical colleges graduates and
principals, retrieved and used for data analysis. Pearson’s coefficient of
determination was used to answer the research questions and the hypotheses were
tested using linear regression statistics at 0.05 level of significance. The
findings of the study revealed that there was
a significant relationship between adaptability work skills and the entrepreneurial
capabilities of technical college graduates in South-South Nigeria; and that there
was a significant relationship between organizational work skills and the entrepreneurial
capabilities of technical college graduates in South-South Nigeria. It was recommended
on the basis of the findings that the government and educational institutions
should organize regular entrepreneurship workshops, seminars, and mentorship
programs for technical college students.
Keywords: Adaptability Work Skills; Organizational Work Skills;
Entrepreneurial Capabilities: Technical College Graduates.
Introduction
Education functions
as a crucial catalyst for social and economic advancement at the individual
level and as a powerful driver of societal transformation at the national
level. For decades, education for work has remained central to national
progress, and there is little doubt that the pace of socioeconomic and
political development in any country is closely tied to the quality of its
educational system. Investment in education yields far-reaching social and
economic returns, while its fundamental purpose remains the holistic
development of the individual (Federal Republic of Nigeria [FRN], 2018).
Consequently, parents commonly expect schools to provide quality learning
experiences that enhance children’s life chances and maximize their potential.
The provision of sound education therefore plays a decisive role in shaping
learners’ future prospects.
Education equally
represents the collective effort of a community to raise its socioeconomic
status and standard of living. It serves as a potent instrument for combating
ignorance, strengthening civic responsibility, and cultivating attitudes that
foster social growth and national development. This orientation explains why
Nigeria’s national educational goals emphasize the acquisition of appropriate
skills and the development of mental, physical, and social competencies that
equip individuals to live productively and contribute meaningfully to society
(FRN, 2018).
One major educational
pathway designed to realize these broad objectives is technical education.
Technical education focuses on preparing individuals for self-reliance through
instruction in diverse trades and occupations, thereby enabling graduates to function
effectively in the world of work. In Nigeria, technical and vocational
education is largely delivered through technical colleges, which historically
constitute the foundation for technical skills acquisition (Ogwa & Ogbu,
2016). The National Policy on Education underscores that technological training
and the development of practical skills begin in these institutions (FRN,
2018). Students who complete primary schooling are first admitted into
three-year prevocational programmes (Prevocational Classes I–III), after which
successful candidates advance to three-year vocational programmes (Vocational
Classes I–III). Completion of the vocational stage qualifies learners as
graduates of technical colleges.
Instruction in
technical colleges is predominantly practice-oriented, with the aim of
equipping students for wage employment and entrepreneurial engagement. In an
increasingly competitive labour market, such graduates are also expected to
create employment for themselves and others. An entrepreneur is generally
described as an individual capable of independently establishing and operating
a business enterprise, combining resources to build and sustain productive
ventures (Davis, 2018). Similarly, entrepreneurs are those willing and able to
transform new ideas or innovations into viable enterprises (Śledzik, 2013).
Entrepreneurship—the process of initiating and managing business
activities—entails risk-taking, innovation, value creation, and operational control.
While profit generation is often a central objective, entrepreneurship may also
pursue social impact or personal fulfilment. For these reasons, individuals who
intend to embark on entrepreneurial careers must possess strong entrepreneurial
capacities.
Entrepreneurial
capabilities comprise the skills and competences that enable individuals,
including technical college graduates, to recognize opportunities, develop
innovations, mobilize resources, and manage ventures successfully. These
capabilities involve opportunity recognition, risk management, creativity, and
strategic decision-making—competencies that are essential for navigating the
uncertainties inherent in entrepreneurial activity. Developing an
entrepreneurial mindset allows technical college graduates to apply their
occupational expertise in establishing viable enterprises (Dahalan et al.,
2018). Given growing competition within the labour market, it is no longer
sufficient for graduates to possess only technical proficiency; they must also
understand workplace demands and business dynamics to succeed in
entrepreneurial pursuits.
For entrepreneurship
to be effectively practiced, technical college graduates require extensive
knowledge of work skills and workplace requirements. In South-South Nigeria,
where attention to technical education has continued to expand, it becomes
necessary to examine the work skills possessed by technical college graduates
and how these relate to entrepreneurial engagement. The rationale for the
present study therefore lies in investigating the relationship between
graduates’ work skills and entrepreneurship within this region. This interest
is further motivated by an observable gap between the competencies acquired
during training and the expectations of the entrepreneurial sector. Although
curricula may impart theoretical knowledge, graduates often encounter
difficulties translating such knowledge into real-world applications, leaving
them insufficiently prepared to establish businesses or contribute meaningfully
to existing enterprises. Inadequate work skills can therefore hinder their
ability to cope with the complexities of entrepreneurial practice.
Work skills refer to
the abilities and competences that enable individuals to carry out occupational
tasks effectively and efficiently. They encompass specific proficiencies that
can be applied in professional contexts to solve problems, accomplish objectives,
and sustain productivity (Sorasalmi & Tuovinen, 2016). Such skills include
both technical and interpersonal dimensions developed through training or
experience and required for skilled, semi-skilled, or unskilled occupations.
Common categories include technical, analytical, soft, and industry-specific
skills, alongside problem-solving, communication, teamwork, adaptability, time
management, and professionalism. The present study, however, concentrates on
how adaptability and organizational skills contribute to the entrepreneurial
capabilities of technical college graduates.
Adaptability as a
work skill denotes the capacity to adjust effectively to new or changing
circumstances, remain flexible, embrace learning, and apply new knowledge in
dynamic environments. Graduates who exhibit high adaptability are better
positioned to navigate evolving industrial contexts and sustain professional
success. Prior studies have highlighted the importance of adaptability for
career advancement (Ebenehi et al., 2016). Nonetheless, empirical evidence
regarding the extent to which adaptability enhances entrepreneurial
capabilities among technical college graduates remains limited, thereby
justifying further investigation.
Organizational work
skills within entrepreneurship involve the ability to manage time, resources,
and personnel efficiently in the process of launching and sustaining ventures.
According to Zahra et al. (2014), successful entrepreneurs must plan strategically,
set priorities, delegate responsibilities, and allocate tasks effectively while
identifying operational weaknesses and implementing timely solutions. Strong
organizational competence enables entrepreneurs to maintain focus on long-term
objectives while simultaneously coordinating multiple activities. Despite its
apparent importance, the specific influence of organizational skills on the
entrepreneurial capabilities of technical college graduates has yet to be
conclusively established.
The foregoing
discussion suggests that robust work skills substantially enhance the
entrepreneurial capacities of technical college graduates by equipping them to
operate businesses efficiently and respond to industry demands. Nevertheless,
the extent to which particular skills, especially adaptability and
organizational competence, shape entrepreneurial outcomes among graduates in
South-South Nigeria has not been sufficiently documented, thereby providing the
empirical basis for the present study.
Research Questions
The following
research questions were raised to guide the study:
1.
What is the relationship between adaptability work
skills and entrepreneurial capabilities of technical college graduates in
South-South Nigeria?
2.
What is the relationship between organizational work
skills and entrepreneurial capabilities of technical college graduates in
South-South Nigeria?
Hypotheses
The following
hypotheses were formulated and tested at 0.05 level of significance.
1.
There is no significant relationship between
adaptability work skills and entrepreneurial capabilities of technical college
graduates in South-South Nigeria.
2.
There is no significant relationship between
organizational work skills and entrepreneurial capabilities of technical
college graduates in South-South Nigeria.
Methods
A causal comparative
research design was adopted for the study. The population of this study
comprises a total of 1,837 graduates (VOC III Students) in all the government
owned Technical Colleges in South-South for the 2022/2023 academic session. The
sample size consists of 344 technical college graduates and 26 principals from
26 technical colleges selected from the six states in South-South Nigeria. The
sample size was obtained from the overall population using multistage sampling
procedure. The sample for the study was selected using a multistage sampling
procedure. In the first stage of sampling, the proportionate stratified
sampling technique was employed to select graduates from the entire population
of 1,811 graduates. To achieve proportional representation across different
strata, 19% of the total graduate population was selected. This yielded a
sample size of approximately 344 graduates (that is, 19% of 1,811). The use of
proportionate stratified sampling allowed each stratum of the graduate population
to be fairly represented based on its actual size, thereby reducing sampling
bias and enhancing the generalizability of the findings to the entire graduate
population. In the second stage, a simple random sampling technique was used to
select the actual respondents from each stratum. After determining the number
of graduates to be selected from each group based on the 19% proportion, the
names or identification numbers of all graduates within each stratum were
compiled. Using a randomization method such as balloting, the required number
of graduates was selected without replacement. This ensured that every graduate
within a stratum had an equal and independent chance of being included in the
sample, which helped to preserve the randomness and objectivity of the
selection process. As for the principals, all 26 principals in the population
were included in the study using a purposive census sampling approach. Since
the number of principals was relatively small and manageable, there was no need
for further sampling. Including all principals allowed for comprehensive data
collection on administrative perspectives without excluding any subgroup. Thus,
the multistage sampling approach consisting of proportionate stratified
sampling followed by simple random sampling for graduates, and complete
enumeration for principals ensured that the sample was both representative and
methodologically sound.
Data for this study was collected using questionnaire. The Questionnaire is divided into three
sections; Section A, B and C. Section A was used to collect respondents’
personal data such as; sex (male and female). Section B consists of 10 items in
each of the subsection making it a total of 20 items. The items that made each
subsection were adapted from Atsumbe, et.al, (2012). Section C consists of
twenty-five (25) items. The items in this section were adapted from (Olawale
&Onyedikachi, 2023). The content and construct validity of the instrument
was estimated using multivariate factor analysis. The Principal Component
Analysis (PCA) was used for processing the data. The Varimax Kaiser
Normalization extraction method was utilized in estimating the content and
construct validity. The content validity of each of the scales was shown by the
total Cumulative variance of all the items. For instance, the total Cumulative percentage of all the 10 items for the Adaptability
Work Skills scale is 73.04% with unexplained variance of 26.96%. The total
Cumulative percentage of all the 10 items for the Organizational Skills scale
87.98% with unexplained variance of 12.02%. The total
Cumulative percentage of all the 25 items for the Entrepreneurship scale is
80.30% with unexplained variance of 19.70%. Since all the unexplained variance
is less than 40% the instrument was considered content valid. On the other
hand, the construct validity was estimated with the rotated factor loadings
matrix. Items whose rotated factor loading matrix which ranged between 0.40 and
above were considered construct valid. The 10 Items that
measured Adaptability Work Skills have rotated factor loadings matrix which
ranged between 0.64 and 0.91. The 10 Items that measured Organizational Skills
have rotated factor loadings matrix which ranged between 0.56 and 0.99.
The 25 items that measured the Level of Entrepreneurship Questionnaire among
technical college graduate (EQTCG) has rotated factor loadings matrix which
ranged between 0.47 and 0.91. Since all Items in each of the scale in the
questionnaire have rotated factor loadings matrix which ranged between 0.40 and
above the entire questionnaire was considered construct valid. A reliability
test of the questionnaire was carried out using Cronbach alpha reliability
coefficient, which estimates measure of internal consistency. Using the method,
the questionnaire was administered to 50 technical college graduates from
government technical college, Anambra State. The Cronbach Alpha was applied for
the computation of the reliability coefficient of the instrument. This yielded
a reliability index of .80 for Adaptability Work Skills scale, 0.85 for
Organizational Skills scale and 0.87 for Entrepreneurship Scale. The
reliability indexes of all the items in each subscale were above the bench mark
of 0.70 stated by Ajaja (2013) and Ghazali (2016). Hence, the instrument was
considered reliable and internally consistent.
The questionnaires were administered to technical
college graduates directly by the researchers with the help of six research
assistants, who were properly
trained on the purpose and nature of the study. Proper orientation was provided
to the research assistants, including instructions on how to administer the
questionnaire effectively and maintain professionalism throughout the process.
Any questions raised by the participants were addressed by the researcher and
research assistants, ensuring transparency and clarity. The researcher appealed
to the respondents and assured them of the confidentiality of their responses.
They were assured that the data obtained will only be strictly used for
research purpose. The researcher
administered 344 copies of the instrument and 370 which represent 100% of the
total number of administered questionnaires were retrieved and used for data
analysis. In order to answer the
research questions, Pearson’s coefficient of determination was used to answer
the research questions. The hypotheses were tested using linear and multiple
regression at 0.05 level of significance.
Benchmark for selection of items for research questions are:
3.50-4.00 - High
Positive Influence
2.50-3.49 - Moderate
Positive Influence
1.50-2.49 - Low
Positive Influence
0.50-1.49 - Negative
Influence
For testing the
hypotheses, null hypotheses that have a regression of less than or equal to
p-value of 0.05 (P<0.05) is rejected while the null hypotheses that
have a regression of more than or equal to the p-value of 0.05 (P>0.05)
is not rejected or accepted.
Results
Research Question 1: What is the relationship between adaptability work
skills and the entrepreneurial capabilities of technical college graduates in
South-South Nigeria?
Table 1: Correlation and
coefficient of determination of the relationship between adaptability work skills and the entrepreneurial
capabilities of technical college graduates in South-South Nigeria
|
Variable |
N |
Mean |
SD |
r |
r2 |
r2% |
Decision |
|
Adaptability Work Skills |
344 |
3.01 |
0.46 |
0.312 |
0.097 |
9.7 |
Moderate Positive Relationship |
|
Entrepreneurial Capabilities |
2.93 |
0.39 |
Table 1 shows a correlation coefficient of determination which was
carried out to examine the relationship between adaptability work skills and the entrepreneurial
capabilities of technical college graduates in South-South Nigeria. The result shows a
coefficient of determination (r2) of 0.097, which means that
a positive relationship exists between adaptability work skills and entrepreneurial capabilities of
technical college graduates in South-South Nigeria. The various
adaptability work skills contributed 9.7% to
the variability in the entrepreneurial capabilities of technical college
graduates in South-South Nigeria, which means that adaptability work skills can
influence entrepreneurial capabilities of technical college graduates in
South-South Nigeria to a moderate extent.
Research Question 2: What is the relationship between organisational work
skills and the entrepreneurial capabilities of technical college graduates in
South-South Nigeria?
Table 2: Correlation and
coefficient of determination of the relationship between organisational work skills on the entrepreneurial
capabilities of technical college graduates in South-South Nigeria
|
Variable |
N |
Mean |
SD |
r |
r2 |
r2% |
Decision |
|
Organisational Work Skills |
344 |
2.80 |
0.53 |
0.120 |
0.014 |
1.4 |
Low Positive
Relationship |
|
Entrepreneurial Capabilities |
2.93 |
0.39 |
Table 2 shows a correlation coefficient of determination which was
carried out to examine the relationship between organisational work skills and the entrepreneurial
capabilities of technical college graduates in South-South Nigeria. The result shows a
coefficient of determination (r2) of 0.014, which means that
a positive relationship exists between organisational work skills and entrepreneurial capabilities of
technical college graduates in South-South Nigeria. The various
organisational work skills contributed 1.4%
to the variability in the entrepreneurial capabilities of technical college
graduates in South-South Nigeria, which means that organisational work skills
can influence entrepreneurial capabilities of technical college graduates in
South-South Nigeria to a low extent.
Hypothesis 1: There is no significant relationship between
adaptability work skills and the entrepreneurial capabilities of technical
college graduates in South-South Nigeria
Table 3: Regression analysis
of the relationship between adaptability work skills and the entrepreneurial
capabilities of technical college graduates in South-South Nigeria
|
Model |
Sum of Square |
df |
Mean Square |
F-ratio |
Sig |
Remark |
|
Regression |
5.559 |
1 |
5.559 |
41.132
|
.000b
|
Rejected |
|
Residual |
51.624 |
368 |
.135 |
|||
|
Total |
57.183 |
369 |
|
|||
|
Variables in
Equation |
|
|||||
|
Model |
Unstandardized Coefficient |
Standardised
Coefficient |
t |
Sig |
|
|
|
B |
Std. Error |
Beta |
|
|
|
|
|
(Constant) |
2.149 |
.123 |
|
17.433 |
.000 |
|
|
Adaptability
Work Skills |
.260 |
.041 |
.312 |
6.413 |
.000 |
|
|
α = 0.05, R = 0.312, R-Square = 0.097 a.
Dependent Variable: Entrepreneurial Capabilities Predictors
(Constant): Adaptability Work Skills |
||||||
In Table 3, the
researcher presented the result of a regression statistics, which was used to
examine the relationship between adaptability work skills and the
entrepreneurial capabilities of technical college graduates in South-South
Nigeria. The result shows that adaptability work skills significantly influence
the entrepreneurial capabilities of technical college graduates in South-South
Nigeria. The regression analysis indicates that the model is statistically
significant, with an F-ratio of 41.132 and a p-value of .000, which is less
than the set alpha level of 0.05. This means the null hypothesis, which states
that there is no significant relationship between adaptability work skills on
entrepreneurial capabilities, is rejected. The R value of 0.312 indicates a
moderate positive correlation between adaptability work skills and
entrepreneurial capabilities, while the R-square value of 0.097 suggests that
about 9.7% of the variation in entrepreneurial capabilities can be explained by
adaptability work skills alone. The unstandardized coefficient (B = 0.260)
implies that for every unit increase in adaptability work skills,
entrepreneurial capabilities increase by 0.260 units, holding other factors
constant. The standardized beta coefficient of 0.312 further confirms the
positive relationship, and the high t-value (6.413) with a corresponding
p-value of .000 reinforces the statistical significance of this relationship.
Hypothesis 2: There is no significant relationship between
organisational work skills and the entrepreneurial capabilities of technical
college graduates in South-South Nigeria
Table 4: Regression analysis of the relationship between
organisational work skills and the entrepreneurial capabilities of technical
college graduates in South-South Nigeria
|
Model |
Sum of Square |
df |
Mean Square |
F-ratio |
Sig |
Remark |
|
Regression |
.820 |
1 |
.820 |
5.558
|
.019b
|
Rejected |
|
Residual |
56.363 |
368 |
.148 |
|||
|
Total |
57.183 |
369 |
|
|||
|
Variables in
Equation |
|
|||||
|
Model |
Unstandardized Coefficient |
Standardised
Coefficient |
t |
Sig |
|
|
|
B |
Std. Error |
Beta |
|
|
|
|
|
(Constant) |
2.687 |
.105 |
|
25.549 |
.000 |
|
|
Organizational
Work Skills |
.087 |
.037 |
.120 |
2.357 |
.019 |
|
|
α = 0.05, R = 0.120, R-Square = 0.014 a.
Dependent Variable: Entrepreneurial Capabilities Predictors
(Constant): Organizational Work Skills |
||||||
In Table 4, the
researcher presented the result of a regression statistics, which was used to
examine the relationship between organisational work skills and the
entrepreneurial capabilities of technical college graduates in South-South
Nigeria. The result reveals that organisational work skills have a
statistically significant but weak influence on the entrepreneurial
capabilities of technical college graduates in South-South Nigeria. The
regression model yielded an F-ratio of 5.558 with a corresponding p-value of
.019, which is less than the significance threshold of 0.05. This indicates
that the null hypothesis stating that there is no significant relationship
between organisational work skills on entrepreneurial capabilities should be
rejected. The correlation coefficient (R = 0.120) suggests a weak positive
relationship of organisational work skills on entrepreneurial capabilities,
while the R-square value of 0.014 shows that organisational work skills account
for only about 1.4% of the variation in entrepreneurial capabilities. The
unstandardized coefficient (B = 0.087) means that for every unit increase in
organisational work skills, entrepreneurial capabilities increase by 0.087
units, holding other factors constant. Although the standardised beta value of
0.120 and the t-value of 2.357 with a p-value of .019 confirm the statistical
significance of this relationship, the effect size is relatively small.
Discussions
The first finding
revealed a significant relationship between adaptability work skills and the
entrepreneurial capabilities of technical college graduates in South-South
Nigeria. Adaptability allows graduates to respond effectively to changing
market demands and technological advancements. Graduates with high adaptability
are more likely to succeed in entrepreneurial ventures. Adaptability enables
individuals to respond to changes in the market, technology, and customer
preferences, which is essential for sustaining a business. This finding also
consistent with Tolentino et al. (2014) who showed that career adaptability
associated positively with entrepreneurial intentions. This result is
consistent with the findings of Akpan (2021), who noted that entrepreneurs who
are adaptable are better at pivoting their businesses and capitalizing on new
opportunities. Therefore, fostering adaptability through flexible learning and
real-world experiences in technical colleges is vital for entrepreneurial
success. Ebenehi et al., (2016) adaptability significantly predicted
entrepreneurial capabilities among higher education students in Nigeria.
The second finding of
this study revealed there is a significant relationship between organizational
work skills and the entrepreneurial capabilities of technical college graduates
in South-South Nigeria. This implies that organizational skill is crucial for
managing a successful business. This finding aligns with the conclusions of Eze
(2020), who stated that effective organizational skills are directly linked to
the efficiency and productivity of entrepreneurs, ultimately impacting business
growth. The result underscores the importance of developing organizational
competencies in technical education to prepare graduates for entrepreneurial
endeavours. The finding is also in line with Bratu and Cioca (2021) who
revealed that organizational work skill enhances work lifestyle of young
people.
Conclusion and Recommendations
The
study investigated the influence of adaptability and organisational work skills
on entrepreneurial capabilities among technical college graduates in
South-South Nigeria. The findings revealed that adaptability and organizational
skills, significantly influence entrepreneurial capabilities. It is therefore
concluded that these work skills play a critical role in shaping the
entrepreneurial potentials of technical college graduates. Graduates who
possess a strong foundation in adaptability and organisational skills are
better equipped to navigate the entrepreneurial landscape. Based on the findings
of this study, the following recommendations were made:
1.
Training programs in organizational skills should be
prioritized to enhance students' ability to handle business challenges, manage
resources effectively, and improve operational efficiency in their
entrepreneurial pursuits.
2.
Government agencies and private organizations should
provide financial and infrastructural support to technical college graduates to
encourage entrepreneurship. This could include access to startup funds,
low-interest loans, business incubation centres, and market entry support.
References
Ajaja, O. P. (2013). Which strategy best suits biology
teaching? Lecturing, concept mapping, cooperative learning or learning cycle? Electronic
Journal of Science Education, 17(1) 1-14.
Akpan, M. (2021). Adaptability in entrepreneurship:
How Nigerian entrepreneurs navigate market dynamics. African Journal of
Business Studies, 8(4), 321-338.
Atsumbe, B. N., Okoro, O. M, & Ogwo, B. A. (2012,
April 15). Practical Skill Improvement Needs of Technical College Mechanical
Engineering Craft Practice Curriculum in Nigeria. Journal of Education and Vocational Research, 3(4), 118–126.
Bratu, M. L., & Cioca, L. I. (2021). Is organizational
skill a will or a way to a successful lifestyle and workstyle? MATEC Web of
Conferences, 343, 11001.
https://doi.org/10.1051/matecconf/202134311001
Dahalan,
D., Jaafar, M., & Rosdi, S. A. M. (2018). Developing entrepreneurial skills
among technical students: The mediating role of entrepreneurial mindset. Journal
of Technical Education and Training, 10(2), 1–12.
Davis, J.
(2018). Foundations of entrepreneurship. McGraw-Hill.
Ebenehi,
A. S., Rashid, A. M., & Bakar, A. R. (2016). The relationship between
employability skills and adaptability among technical students. International
Journal of Education and Training, 2(2), 1–13.
Eze, F. (2020). Organizational skills and
entrepreneurial success among Nigerian graduates. Journal of Business
Research, 55(7), 702-713.
Ghazali, N.H.,
(2016). A reliability and validity of an instrument to evaluate the
school-based assessment system: A pilot study. International Journal of Evaluation and Research in Education (IJERE), 5(2),148~157
Ogwa, C.E & Ogbu,
J. E.(2016). Skill improvement needs of electrical installation
trade teachers in technical colleges for productive employment. Journal of Energy Technologies and Policy,
1(6), 9-13. Federal Republic of Nigeria, (2004). National
Policy on Education, NERC, Lagos.
Olawale Opeyemi, O., & Joshua Onyedikachi, I.
(2023). Skill Assessment of Student in Learning Service Stations Mechanic Work
and Petrol Engine Maintenance Work Through Evidenced-Based Test at the
Technical College. International Journal
of Science, Technology and Society. Retrieved from https://doi.org/10.11648/j.ijsts.20231104.12 on 20th
January 2024
Śledzik,
K. (2013). Schumpeter’s view on innovation and entrepreneurship. In S. Hittmar
(Ed.), Management trends in theory and practice (pp. 89–95). University
of Zilina.
Sorasalmi,
S., & Tuovinen, T. (2016). Work skills and employability in the modern
labour market. Journal of Workplace Learning, 28(4), 210–225.
Tolentino, L. R., Sedoglavich, V., Lu, V. N., Garcia,
P. R. J. M., & Restubog, S. L. D. (2014). The role of career adaptability
in predicting entrepreneurial intentions: A moderated mediation model. Journal
of Vocational Behaviour, 85(3), 403–412.
https://doi.org/10.1016/j.jvb.2014.09.002
Zahra, S.
A., Wright, M., & Abdelgawad, S. G. (2014). Contextualization and the
advancement of entrepreneurship research. International Small Business
Journal, 32(5), 479–500.
