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21ST CENTURY SKILLS: THE PREPAREDNESS LEVEL OF VOCATIONAL AND TECHNICAL EDUCATION STUDENTS IN NIGER STATE, NIGERIA
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
The 21st century is characterized by rapid technological advancements and an increasingly globalized economy, placing a premium on individuals’ possession of relevant skills to succeed in the modern workforce. This study examines the preparedness level of vocational and technical education students in Niger State, Nigeria, in acquiring and applying 21st-century skills.
The research employed a mixed-methods approach, combining quantitative surveys and qualitative interviews. The quantitative phase involved administering a structured questionnaire to a representative sample of vocational and technical education students in Niger State. The questionnaire sought to assess students’ self-perceived level of preparedness across key 21st-century skills domains, including critical thinking, creativity, collaboration, communication, digital literacy, and problem-solving.
The qualitative phase involved conducting in-depth interviews with a subset of students to gain more nuanced insights into their experiences and perspectives regarding the acquisition and application of 21st-century skills. Additionally, interviews were conducted with instructors and industry professionals to gather their viewpoints on the preparedness level of vocational and technical education students.
Preliminary findings indicate that while vocational and technical education students in Niger State recognize the importance of 21st-century skills, their preparedness levels vary across different skill domains. Students expressed a relatively high level of confidence in their digital literacy and problem-solving abilities but felt less prepared in areas such as critical thinking, creativity, collaboration, and communication.
Several factors were identified as contributing to the preparedness level of students, including instructional approaches, curriculum design, technological infrastructure, and industry engagement. Challenges such as limited access to technology, inadequate training opportunities, and a lack of integration of 21st-century skills into the curriculum were also highlighted.
This study’s implications underscore the need for targeted interventions to enhance the preparedness level of vocational and technical education students in Niger State, Nigeria, in acquiring and applying 21st-century skills. Recommendations include curriculum revisions to integrate 21st-century skills across disciplines, professional development programs for teachers, investment in technology infrastructure, and stronger partnerships between educational institutions and industries.
Understanding the preparedness level of vocational and technical education students in Niger State regarding 21st-century skills is crucial for policymakers, educators, and stakeholders to ensure that students are adequately equipped for the demands of the modern workforce. Further research is warranted to explore potential strategies and interventions that can enhance the acquisition and application of 21st-century skills among vocational and technical education students, ultimately contributing to their success in the dynamic global economy of the 21st century.
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