PERCEIVED RELEVANCE OF UNIVERSITY TECHNOLOGY EDUCATION CURRICULUM IN EQUIPPING GRADUATES WITH EMPLOYMENT SKILLS IN ANAMBRA STATE

Abstract

This study examined how technology education university graduates in Anambra State rated the curriculum’s effectiveness in preparing them with employment skills for initial jobs, including teamwork, communication, critical thinking, IT proficiency, problem-solving, leadership, and resource management. Anchored on Lindley’s (1996) Labour Market Theory, which emphasizes the role of education in improving labour market efficiency, the study adopted a descriptive research design to investigate graduates’ skill acquisition and employers’ perceptions for curriculum improvement. The population comprised 195 graduates (2010/2011–2019/2020) from Nnamdi Azikiwe University’s Department of Technology and Vocational Education, using a census sampling method. Data were collected via a validated and reliable Employment Skill Scale questionnaire and analyzed using SPSS 25 with descriptive statistics. Findings revealed that graduates perceived the curriculum as largely effective in developing personal attributes, communication abilities, and digital competencies, though some variability existed in specialized technical skills. Conclusions affirmed the curriculum’s general success in fostering workforce readiness but highlighted the need for targeted enhancements in technical domains. Recommendations included curriculum reviews to strengthen specialized skills, increased practical and industry-aligned training, integration of soft and technical skills in programme design, stronger university–industry collaboration, provision of internships and mentorships, and continuous professional development opportunities. The study reinforced the importance of a balanced curriculum combining technical expertise with critical thinking, problem-solving, and interpersonal skills to meet evolving labour market demands.