D.N Dumbiri

This study investigated the influence of the student industrial work experience scheme (SIWES) on the acquisition of entrepreneurial and employability skills among business education students in Edo State. Specifically, the study examined how SIWES contributes to entrepreneurial skills, the extent to which it influences employability, the challenges students face during their placements, and the alignment of industrial training with the business education curriculum. A descriptive survey design was adopted, and the population of the study comprised all Business Education students in selected universities in Edo State, from which a sample of 39 respondents were selected using a stratified random sampling technique. A structured questionnaire based on a four-point rating scale was the main instrument for data collection. The reliability of the instrument was established using Cronbach Alpha, which yielded a coefficient of 0.82, indicating that the instrument was reliable. The data collected were analyzed using mean (x) and standard deviation (SD). The findings generally showed that SIWES significantly contributes to the acquisition of entrepreneurial and employability skills, though students face challenges such as inadequate placement opportunities, poor supervision, and mismatch between tasks and curriculum content. The study concluded that SIWES plays a vital role in bridging the gap between classroom learning and workplace practice. It was recommended that government, universities, and industries strengthen collaboration to improve placement quality, supervision, and alignment with the curriculum to maximize the benefits of SIWES for Business Education students to a high extent. It was concluded that SIWES influence the acquisition of entrepreneurial and employability skills among business education students in Edo State. Based on the findings, it was recommended that a more robust monitoring and evaluation framework should be implemented by SIWES supervisors to ensure students are actively engaged and properly supervised throughout their attachment, moving beyond mere observation to active participation.

This study is based on the role of AI in enhancing Vocational and Technical Education in Nigeria. To achieve the purpose of this study, four research questions were raised and examined. Data were collected from one hundred and forty-one (141) respondents randomly selected from 4 levels in the Department of Agricultural Education in the University of Benin, Benin city. The questionnaire was the instrument for data collection. The descriptive survey research design was adopted for the study. An analysis of the data was done using mean score and standard deviation. The findings from the study include that there is a low level of AI inclusion in the teaching, and learning process of Vocational and Technical Education in the agricultural sector. This study is focused on an analysis of how AI should be integrated in the higher institutions under competent, well equipped and experienced workforce. The study recommended that government agencies, curriculum developers, and educators collaborate to fully utilize AI-powered tools and technologies. This collaboration would enhance learning experiences, improve practical skills development, and prepare students for the future of farming by offering personalized learning, virtual simulations, and data-driven decision-making. Consequently, students would be equipped with the knowledge and abilities to drive agricultural innovation and achieve self-sustainability. Furthermore, the study suggested that the government allocate sufficient funds to equip institutions with modern computers and learning materials, thereby improving learning outcomes, increasing efficiency, and promoting sustainable agricultural practices.

This study is based on the role of AI in enhancing Vocational and Technical Education in Nigeria. To achieve the purpose of this study, four research questions were raised and examined. Data were collected from one hundred and forty-one (141) respondents randomly selectedfrom4levels in the Department of Agricultural Education in the University of Benin, Benin city. The questionnaire was the instrument for data collection. The descriptive survey research design was adopted for the study. An analysis of the data was done using mean score and standard deviation. The findings from the study include that there is a low level of AI inclusion in the teaching, andlearning process of Vocational and Technical Education in the agricultural sector. This study is focused on an analysis of how AI should be integrated in the higher institutions under a competent, well-equipped and experienced workforce. The study recommended that government agencies, curriculum developers, and educators collaborate to fully utilize AI-powered tools and technologies. This collaboration would enhance learning experiences, improve practical skills development, and prepare students for the future of farming by offering personalized learning, virtual simulations, and data-driven decision-making. Consequently, students would be equipped with the knowledge and abilities to drive agricultural
innovation and achieve self-sustainability. Furthermore, the study suggested that the government allocate sufficient funds to equip institutions with modern computers and learning materials, thereby improving learning outcomes, increasing efficiency, and promoting sustainable agricultural practices.