JOURNAL OF OCCUPATION AND TRAINING

The study examined the relationship between business model and organizational resilience of manufacturing firms in Benin City. The study employed a correlational research design. The population of the study comprised of the 55 chief executive officers of the 55 registered manufacturing firms in Benin city. The entire population of the study was used, and this made it a census study. Thus, no sampling technique was adopted in the study. The instrument used for data collection was a structured questionnaire designed by the researchers. The instrument was validated by two experts in the field of measurement and evaluation of the researchers’ institutions. The reliability of the instrument was determined with test re-test, and a reliability of 0.78 was obtained which justified the reliability of the instrument. Data was collected through physical contact with the respondents. Data collected was analysed with Mean (x̄) and Pearson Product Moment Correlation Co-efficient (r). Mean was used to analyse the research questions and Pearson Product Moment Correlation Co-efficient was used to test the hypotheses. Analysis of the data collected revealed that innovative value proposition, creation, and capture have a very strong relationship with organizational resilience. Thus, it was recommended that: organisations should design customer promises that can be quickly unbundled, modified, or scaled based on sudden shifts in customer needs or market shocks; organisations should use simulation technologies to stress-test their value creation capabilities against hypothetical macroeconomic disruptions; and organisations should allocate a dedicated percentage of captured revenue directly into a liquidity buffer specifically earmarked for funding sudden, crisis-driven pivots

This study focused on enhancing school-industry collaboration for bridging employability skill gaps among TVET students in Imo State. The study adopted a survey research design. Two research questions and two null hypotheses guided the study and were tested at 0.05 level of significance. The population of the study comprised 157 respondents, consisting of TVET lecturers in public institutions offering TVET programmes and human resource development managers from 56 functional industries in Imo State (101 respondents from institutions and 56 from industries). No sampling technique was employed because the population size was manageable. A structured questionnaire containing 18 items was used as the instrument for data collection. The instrument was validated by three experts, while the reliability of the instrument was established using Cronbach Alpha reliability coefficient method, which yielded a reliability index of 0.76. Out of the 157 copies of questionnaire distributed, 139 copies were successfully retrieved, representing an 88.54% return rate. Mean and standard deviation were used to analyze the research questions, while t-test statistics were used to test the null hypotheses at 0.05 level of significance using SPSS. The findings of the study revealed that aligning skill training programmes with institutional academic calendars, granting students regular industrial visits, involving industry personnel in special lectures and seminars, reducing the gap between theoretical and practical learning, and strengthening collaboration between schools and industries through periodic meetings on technological innovations were effective strategies for enhancing school-industry collaboration in bridging employability skill gaps among TVET students in Imo State. Based on the findings, the study recommended that industries should recognize the importance of active collaboration with institutions through SIWES and industrial exposure programmes to improve students’ employability skills, while institutions should maintain effective communication and sustained partnerships with industries to ensure relevant skill acquisition among TVET students.

Entrepreneurship in Business Education and National Development: A Strategic Management Framework for the Nigerian Economy. This paper examines Entrepreneurship in Business Education and National Development: A Strategic Management Framework for the Nigerian Economy, with particular interest in the persistent gap between Nigeria’s abundant natural resources and its relatively weak business development, employment creation, and wealth generation. The paper is motivated by the need to examine how entrepreneurship education within business education can be strategically managed to transform students from job seekers into self-reliant entrepreneurs and job creators capable of contributing meaningfully to national development. The paper critically reviews the concepts of entrepreneurship and the entrepreneur, business education and entrepreneurial competencies, strategic management framework for entrepreneurship development, the need for strategic entrepreneurship development in Nigerian business education, empowerment for self-reliance, business creation and job opportunities, the role of strategic management in entrepreneurship development, and policy recommendations for entrepreneurship development. Based on the critical review, the paper finds that entrepreneurship education has significant potential to develop entrepreneurial competencies, particularly in opportunity recognition, financial management, strategic planning, self-efficacy, and innovation orientation. However, its contribution to national development is constrained by inadequate curriculum integration, insufficient funding, limited practical training, inadequate faculty expertise, weak infrastructure, unreliable power supply, and poor coordination of entrepreneurship-related policies. The review further finds that strategic management is essential for transforming entrepreneurship education from a largely theoretical activity into a coordinated system that promotes innovation, sustainable business creation, employment generation, and economic growth. The paper concludes that effective integration of entrepreneurship education with strategic management in Nigerian business education can promote self-reliance, business creation, job opportunities, and sustainable national development. It recommends adequate curriculum integration, practical and experiential entrepreneurship training, faculty development, sufficient funding, establishment of university-based business incubation hubs, improved infrastructure and power supply, stronger mentorship and funding mechanisms, and coordinated government policies that encourage entrepreneurship and innovation.

This study examined Technology-Enhanced Learning (TEL) in Home Economics education as a catalyst for sustainable development and societal resilience in Imo State. The study was guided by three research questions and adopted a descriptive survey research design. The population comprised 1,450 respondents (150 educators and 1,300 students) from tertiary institutions in Owerri Education Zones I and II, Imo State, while a sample of 210 respondents (70 educators and 140 students) was selected using stratified random sampling. Data were collected using a 29-item structured questionnaire titled Technology-Enhanced Learning in Home Economics Education: A Catalyst for Sustainable Development and Societal Resilience in Imo State (TELHEECSDSR). The instrument was validated by experts in Home Economics and measurement and evaluation, with a reliability coefficient of 0.82 obtained using Cronbach’s Alpha. Mean and standard deviation were used for data analysis. Findings revealed that the extent of technology integration in Home Economics education is high (X= 3.22), with tools such as online platforms, internet resources, videos, mobile phones, and PowerPoint commonly used in teaching and learning. The study also found that TEL enhances learners’ life skills, employability, and adaptability for societal resilience to a high extent (mean = 3.06), particularly in areas of creativity and practical life skills, although problem-solving and consistent digital usage remain relatively weak. Furthermore, significant challenges hinder the sustainable integration of technology, including inadequate funding, unstable electricity supply, limited internet access, lack of ICT facilities, and large class sizes, while poor school location and negative attitudes were not major constraints. The study concludes that although TEL is substantially integrated and positively impacts learners’ competencies, its sustainability and effectiveness are limited by infrastructural and financial constraints. It recommends improved access to ICT tools, continuous teacher training, integration of problem-based digital learning strategies, and increased funding with enhanced power supply and internet infrastructure to ensure sustainable technology integration in Home Economics education.

The research investigated on effect of income taxes on Nigerian Human Development Index for the period 2006 - 2023. The dependent variable of the study was Human Development Index (HDI) which served as the dependent variable. The Human Development Index (HDI) measures the average achievements in a country in three basic dimensions of human development: long and healthy life, access to knowledge and decent standard of living. Income taxes adopted in the model include; Tertiary Education Tax (TEDT), Company Income Tax (CIT) Petroleum Profit Tax (PPT) and Personal Income Tax (PIT) which were used as the independent variables. The objectives were stated, to ascertain the effect of the four income tax sources on Human Development Index. Based on the objectives of the study four hypothesis were developed to pilot the study. Data for the research was secondary data sourced from the FIRS online tax revenue statistical update. Data generated were analyzed with E-View 10 statistical tool. The model adopted was the Econometric technique of Autoregressive Distributed Lag (ARDL) Bounds Test. Linear relationship was developed between TEDT, CIT, PPT, PIT and HDI. Findings revealed that TEDT, CIT, PPT, and PIT revenue has no significant effect on the Human Development Index to spur human development. The research recommends that the revenue authorities should articulate creative strategies to increase tax revenue generation from TEDT, CIT, PPT and PIT respectively.

This study examined utilization of innovative Business Education strategies in enhancing entrepreneurship development of students in South-East Nigeria. Two research questions and two null hypotheses guided the study. The study adopted a descriptive survey research design. The population comprised 262 Business Education lecturers in public tertiary institutions in South-East Nigeria. A census sampling technique was used since the population was manageable. Data collection was conducted using a structured questionnaire titled Innovative Business Education Strategies for Entrepreneurship Development in a Digitally Transformed Society Questionnaire (IBESEDTSQ). The instrument was validated by experts in Business Education and Measurement and Evaluation, while its reliability was established using Cronbach Alpha, yielding coefficients of 0.84 and 0.81 for the two clusters, with an overall reliability index of 0.83. A total of 254 copies (97% return rate) were retrieved and analyzed using mean, standard deviation, and independent samples t-test at 0.05 level of significance. Findings revealed that innovative Business Education strategies are adopted to a moderate extent for entrepreneurship development in South-East Nigeria. It was also found that entrepreneurial competencies of students are developed to a moderate extent through these strategies. In addition, the hypotheses tested showed no significant difference in the mean ratings of respondents based on years of teaching experience for both the adoption of innovative strategies and the extent of entrepreneurial competency development. The study concluded that although innovative Business Education strategies are being implemented, their adoption and effectiveness in enhancing entrepreneurial competencies remain moderate. The study recommended improved government funding for Business Education programmes to enhance the provision of ICT infrastructure and support the effective use of modern digital instructional tools

This study examined digital transformation in entrepreneurship education for societal resilience in Imo State. Specifically, the study assessed the contribution of digitally transformed entrepreneurship education to societal resilience and identified the challenges hindering the integration of digital technologies into entrepreneurship education in tertiary institutions. The study adopted a descriptive survey research design and was conducted in Imo State, Nigeria. The population consisted of 120 beneficiaries of the SkillUp Imo programme, all of whom were used as the sample through the census sampling technique. Data were collected using a researcher-developed questionnaire titled Digital Transformation in Entrepreneurship Education for Societal Resilience in Imo State Questionnaire (DTEEST). The instrument was validated by experts and yielded a reliability coefficient of 0.86 using the test–retest method. Data were analyzed using mean and standard deviation. The findings revealed that digitally transformed entrepreneurship education contributes positively to societal resilience in Imo State, with a grand mean of 2.80. Respondents agreed that it enhances responses to economic challenges, improves access to entrepreneurship knowledge, promotes innovation, strengthens networking and collaboration, builds entrepreneurial confidence, enhances self-employment opportunities, and develops relevant digital skills. However, respondents disagreed that it significantly strengthens adaptability to changing economic conditions and supports continuous learning during crises. The study further revealed that weak government policy implementation, limited internet connectivity, inadequate digital infrastructure, limited digital skills among lecturers and students, high costs of digital technologies, and poor institutional support constitute major barriers to the integration of digital technologies into entrepreneurship education, with a grand mean of 2.73. The study concluded that digitally transformed entrepreneurship education has considerable potential for enhancing societal resilience through improved innovation, employability, and entrepreneurial capacity. However, infrastructural, institutional, and policy-related challenges continue to limit its effectiveness. The study recommends improved digital infrastructure, regular capacity-building programmes for educators and learners, and stronger institutional support to facilitate the effective integration of digital technologies into entrepreneurship education.

This paper examines the role of digitalization in updating functional skills within business education, arguing that it is the primary mechanism for ensuring graduates remain employable in a technology-driven economy. As business operations increasingly rely on automation, cloud platforms, and data analytics, traditional curricular risk producing graduates with outdated competencies. The study contends that digitalization addresses this gap in two interconnected ways. First, it transforms core functional areas – office technology and Management, Accounting, Marketing, and Entrepreneurship by embedding digital tools and workflows into coursework. This enable students to develop practical skills aligned with current industry standard. Secondly, it supports the development of sustainable skills by shifting education toward continuous adaptable learning. Through e-learning platforms, AI-assisted instruction, and modular digital content, students cultivate digital literacy, problem-solving and self-directed learning abilities that remain transferable across roles and career stages. The paper also engages with critical perspectives that highlight potential drawbacks, including unequal access to technology, platform dependency, and the risk of eroding foundational analytical skills. It responds that these challenges are manageable through inclusive infrastructure, emphasis on transferable digital concepts over proficiency in any single software and pedagogical designs that use technology to argument rather than replace critical reasoning. The paper concluded that deliberate, inclusive digitalization is necessary for business education to remain relevant, equitable and responsive to the demands of the green and digital transitions. It recommended among others that tertiary institutions should run regular ICT/digital upskilling programmes for business educators as to enable them to model the digital tools students will use in industry

This research was to analyze the factors influencing funding of housing project delivery in Imo State Nigeria. The specific objectives were, to: Determine the extent to which materials price fluctuation contributes to poor funding of housing projects; evaluate the effect that interest rate has on funding of housing projects. The study adopted a survey design. The research instrument for data collection was questionnaire. The population of the study comprise 300 project coordinators of real estate firms, and housing contractors in various local governments in Imo State. The hypotheses were tested using multiple regression analysis. The results indicated that materials price fluctuation, interest rate, foreign exchange rate and limited access to funds are significant funding factors that influence housing project delivery with foreign exchange rate having the highest effect. Based on the findings, the study concludes that an effective funding arrangement must be put in place considering the identified funding factors. Hence, the study recommends that fluctuation in cost of materials should be put into consideration during bidding process for building construction, fluctuation in foreign exchange rate should be factored in during costing of foreign materials, interest rate for loan should be considered especially for mega projects that require loan for funding.

This study investigated the effectiveness of simulation software in enhancing circuit design skills among electrical/electronic engineering students in Federal University of Technology Owerri, Imo State. The study adopted quasi-experimental pre-test post-test control design. A sample size of 140 final year students out of a population of 958 students of Electrical/Electronic Engineering Department, Federal University of Technology Owerri (FUTO) was purposively sampled for the study. Two research questions and two hypotheses guided the study. The instrument used for the study is pre-test and post-tests mean scores of students which was validated and its reliability coefficient of 0.87 was obtained using Kuder-Richardson formula. Mean was used to analyze data for the two research questions while t-test was used to test the two null hypotheses at 0.05 level of significance. Findings show significant improvements in design accuracy, reduced prototyping costs, and enhanced collaboration among participants using simulation software. Based on the finding, it was recommended amongst others that electrical/electronic engineering lecturers and instructors should always use simulation software such as MATLAB/Simulink in teaching circuit design as this will lead to overall improvement in students’ skills in electronic circuit design. Furthermore, instructors should encourage students to use simulation software to analyze electronic circuits workability before embarking on fabrication to reduce costs, enhance accuracy and boost the development of collaboration skills.

With the vast and various new technologies being introduced into the contemporary global world and the changing business environment, the utilization of these new technologies in the teaching and learning of Business education courses for the enhancement of knowledge based economy cannot be over emphasized. This study therefore determined the challenges in the utilization of new technologies in Business education programme in Alvan Ikoku Federal University of Education, Owerri, Imo State. The study adopted a descriptive research design, the population of the study consisted eighty-five (85) Business education students comprising 81 Second Year Degree and 4 Post NCE Degree students. Three research questions guided the study, questionnaire was used for data collection and data collected were analyzed using Simple Mean and Standard Deviation. The finding revealed that there are non-availability of new technologies for teaching and learning Business education courses. The analysis also showed that there are University authority-related challenges towards the utilization of new technologies in Business education programme and there are also lecturers-related challenges to the utilization of new technologies in Business education programme. A decision rule based on items with mean rating value of 2.5 and above were considered and accepted while items with mean rating value of below 2.5 were disagreed on and rejected. The study therefore, recommended among others that management of the institution should as a matter of urgency, make available the needed new technologies such as broadcast materials, CR-ROM, micro-computers, etc. for the teaching and learning of Business education programme and as well provide retraining opportunities on the new technologies for the lecturers as these technologies keep evolving. Relevant authorities should supervise to ensure that the new technologies are utilized effectively for the achievement of sustainable knowledge-based economy.

This study was conducted in 2021 and 2022 early cropping seasons at the teaching and research farm of School of Agriculture and Agricultural Technology, Federal University of Technology owerri, to investigate the effect of selected mulch materials on the performance and viscosity of okra (Abelmoschus esculentus L.) in Owerri. The experiment was layout in a Randomized Complete Block Design with five (5) treatments, each replicated four (4) times. The treatments were palm bunch waste (PBW), palm kernel shell (PKS), dry banana leaf (DBL), Chromolenaena odorata leaf (COL) and unmulched (UM). The treatments were applied three weeks after planting. Growth and yield parameters measured include; weed fresh weight, plant height, leaf area, leaf abscission, number of fruits per plant, percentage moisture content, and fresh fruit co-efficient of viscosity. The result showed that plots mulched with PKS significantly (p

In pursuit of sustainable livestock solutions for Nigeria’s poultry sector, this study evaluated turmeric rhizome meal (TRM), a phytogenic biotech alternative, as a feed additive for enhancing broiler health and productivity. A 28-day trial assigned 144 Ross 308 broilers to four diets: 0.00% (T₁), 0.30% (T₂), 0.60% (T₃), and 0.90% (T₄) TRM. Performance, haematological, and serum biochemical parameters were analysed. Results indicated that T₃ maximised physiological benefits without compromising growth: body weight gain (2,068g) and feed conversion ratio (2.05) aligned with controls (p > 0.05), while blood indices (haemoglobin, lymphocytes) improved significantly (p < 0.05). Critically, TRM reduced serum cholesterol (3.66 mmol/L) and enhanced protein metabolism, specifically globulin levels (43.01 g/dL), confirming its role in optimising nutrient utilisation. Turmeric’s bioactive compounds (curcuminoids, terpenoids) demonstrate potential as natural biotech tools for replacing synthetic additives and supporting antibiotic-free production. We recommend including 0.60% TRM in finisher broiler diets, a safe, viable strategy to advance livestock value chains in resource-limited settings.