INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI November 2025| Special Issue on  
Assessment of Skills Required by Electrical Installation and  
Maintenance Practice Student to Graduate with Competent Skills in  
Technical Colleges in Ekiti State  
Awolumate, E. O & Shoyoye, S. A.  
Department of Vocational and Technical Education, Bamidele Olumilua University of Education,  
Science and Technology, Ikere, Ekiti State Nigeria.  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0747  
Received: 28 November 2025; Accepted: 04 December 2025; Published: 20 December 2025  
ABSTRACT  
The study assessed entrepreneurial skills required by Electrical Installation and Maintenance practice student to  
graduate with competent skills in technical colleges in Ekiti state. To guide the study, two research questions  
were developed and two hypothesis were formulated to guide the study. A descriptive survey design was adopted  
for the study. A population of fifty (50) teachers of Electrical Installation and Maintenance practice formed the  
sample of this study. The instrument used for data collection was a structured questionnaire. Data collected were  
analyzed using mean, while T-test was used to analyze the hypothesis. The findings revealed that Entrepreneurial  
skill training is needed by Students in of electrical installation and maintenance practice for competency in Ekiti  
state technical colleges. Also, practical skills training is required by student of electrical installation and  
maintenance practice for competency in Ekiti state technical colleges. The study recommended that Electrical  
installation and maintenance work skills should be encouraged by teachers for job creation and self-reliance of  
technical college graduates in Ekiti State and all identified skills should be integrated into the curriculum of  
technical colleges by curriculum planners for training of students.  
Keywords: Skills, Technical Education, Assessment, Electrical Installation Technology, Technical Education  
INTRODUCTION  
Developing countries are facing harsh economic realities resulting from youths unemployment orchestrated by  
governments and companies downsizing their workforce as developed nations constantly flood the market with  
their numerous products like G.S.M, machines, electrical accessories etc. Graduates from various levels of  
educational institutions face, slim chances of getting employed without skills of rare quality imparted to them  
(Okolie et al, 2020). The optimism of any country yearning for technological advancement and relevance in the  
present-day world would depend on her attainment in the field of Vocational and Technical Education. Hence,  
Technical and Vocational Education is a system of education designed to prepare individuals to enter into paid  
employment and other recognized occupations (Kovalchuk et all, 2022). This scenario is expected to aid  
developing nations to break the shackles of youth unemployment and giving credence to sustainable economic  
development.  
Vocational education focuses on empowering people with necessary skills or training for them to be able to take  
job or embark on an occupation according to the training they’ve undergone. Technical education as a part of  
vocation education has been a merit in nation building and its importance cannot be under estimated (Ogundele  
et al, 2014). Indeed, technical education and training lead to acquisition of employable skills. Technical and  
vocational Education and Training (TVET) is described as the training of individuals for the implementation of  
technological development (Jamaludin et al, 2023). The contributions of TVET in any country of the world today  
are enormous, as it plays a very important role in the welfare of communities and nation at large as it provide  
necessary entrepreneurial skills needed by an individual to be gainfully employed. Thus, bringing into practice  
TVET as applied engineering.  
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The programs incorporated in TVET among others include welding and fabrication, woodwork and building  
technology, mechanical and automobile technology, electrical and electronics technology. TVET serves as  
means for social, economic and political changes due to its special and unique nature (Tikly & L. P., 2013). The  
major uniqueness of TVET is that it’s a medium of acquiring entrepreneurial skills, self-employment and  
enhancing creativity.  
Electrical installation and maintenance work (EIMW) is a technical vocational education and training course  
that capacitate the learners with skills in rural electrification, domestic installation, electrical testing and  
instrumentation, machine maintenance, etc. (Yusuf, 2023). To explain further, the subject as one which  
inculcates theory and practical skills in electrical machine installation and maintenance, fault detection and repair  
services on electrical machines and battery charging (Ohanu et al, 2021)  
Electrical installation and maintenance practice as offered in technical college prepares an individual with job  
satisfying requirements towards employment and self- reliance. It’s a vocational trade that exposes students to  
skills such as wiring, installation and electrification. Electrical installation and maintenance practice work  
provides technical training to meet the demands of electrical industry and the needs of the individual allowing  
students to identify their career objectives (Ogbuanya & Adebayo, 2024). Electrical installation and maintenance  
practice is a program introduced by way of physical and practical exercise, the maintenance of electrical systems  
and circuits, electrical installation, inspection and test procedure.  
Electrical installation and maintenance practice trade is vital in the production of workforce with understanding  
in diverse skills in the design, development, production, management and utilization of trending or modern  
electrical/electronic devices and circuits as well as their maintenance. The ability of graduates to get employment  
and perform better following the completion of education is seen as an indicator that such students as graduate  
with necessary and competent skills (Woya, 2019). The effectiveness of electrical installation and maintenance  
practice program in technical colleges is the extent to which graduates are able to find jobs, enter into the  
occupation related to the field of training, earn expected income, and are able to use their skills in the place of  
work. Trade subjects such as Electrical installation and maintenance are taught in Technical colleges  
Technical colleges are secondary institutions where individuals are trained to acquire skills, knowledge and  
attitudes required for either self or paid employment (Ogunmilade, 2017). Okorie (2001) opines that technical  
college in Nigeria is established to prepare individuals to acquire practical skills and basics scientific knowledge.  
Technical colleges are regarded as principal vocational institution in Nigeria. They give full training intended to  
prepare students for entering into various occupation (Okoro, 2006). Technical college is an institution in Nigeria  
that offers technology education at secondary school level. In the report of National Board for Technical  
Education NBTE (2004), the aim of electrical installation and maintenance practice is to give training and impact  
necessary skills leading to the production of craftsmen, technicians and other skilled personnel who will be  
enterprising and self-reliant. Students trained in technical colleges are expected to acquire valuable skills in  
various areas of specialization in which electrical installation and maintenance practice is a trade.  
To be employed or become successful entrepreneur in any of the field areas of teaching education, graduates of  
electrical installation and maintenance practice needs to acquire certain competences and skills to enable them  
contribute their bits in the overall development of the country. Hence, graduates of technology programs must  
possess some degree of financial accounting competence to become successful entrepreneur (Onoh, 2013).  
Recipient of electrical installation and maintenance practice may found themselves working in the industries as  
technicians or technologists, in the teaching profession as teachers or become self-employed as entrepreneurs.  
An entrepreneur is a person who assumes the responsibility and the risk of a business operation with the  
expectation of making profit (Anusa, 2010). Also, Nwachukwu (2012) see an entrepreneur as a dreamer and  
ambitious risk taker who love to make things happen. Anusa and Nwachukwu have the same view about  
entrepreneurs must possess entrepreneurial competencies to fall back on in order to succeed in the business.  
Entrepreneurship education seeks to prepare people especially youths to responsible, enterprising individuals  
who become entrepreneurs or entrepreneurial thinkers and who contribute to economic development and  
sustainability of their societies or community (Oduma, 2012). The introduction of entrepreneurial Skills training  
Technical College injects a new spirit in the mindset of the graduate beneficiaries of the entrepreneurial study  
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(Oduma 2012). This will no doubt help to make the students to become self-reliant or self-employed on  
graduation. Technology education in its foundation level has Entrepreneurship component. Thus, it is often  
perceived as education “for and about” business or training in business skills, attitudes and competencies,  
(Okoro, 2007).  
Atsumbe and Igbojionu (2008) described skills as knowledge and proficiency required in the accomplishment  
of engineering, scientific or any specific task. Therefore, entrepreneurial competencies required by electrical  
installation and maintenance practice graduates of technical education for self-reliance or self-employment  
according to the context of the work include managerial, technical / ICT, and Interpersonal competencies. The  
competency need of graduates of technology education arises as a result of technology changes rising more  
rapidly all over the world. Technological needs of the industries appear to grow faster than the training and  
improvement training programs in the institutions.  
In addition, technology education students need to acquire the training on methods employed by business in  
reducing risk such as sound management (Okoli, 2013). Also, the reduction or avoidance of physical hazard,  
self-insurance and transfer of risk to another individuals or organization through hedging, business insurance  
and employee insurance skills are needed in training potential entrepreneur to survive in the world of business  
and development of their state. Oduma (2012) identifies innovative skills as the requisite for entrepreneurship  
to include introduction of a new products, introduction of a new methods of production, opening of new market,  
exploring a new source of supply of raw materials and carrying out a new type of organization. The acquisition  
of these skills will enable the Technology education students to function effectively in an environment of strong  
market forces and complex technological advancement.  
Hence, concerted efforts should be made to train technical graduates (electrical installation and maintenance  
practice graduates inclusive) to enable them meet up with the current challenges in the world of work. To achieve  
this fit, teachers of technology should be equipped adequately to become competent educators, especially in the  
field of entrepreneurship. However, available records showed that most of the teachers are ICT and computer  
illiterate. Such educators need retraining to facilitate their personal and professional growth. Therefore,  
Amaewhule & Igbojionu (2008) stated that a good human development training program for entrepreneurs  
should contain among others the managerial, technical/ ICT, and marketing competencies. Management  
competencies involve the process of planning, organizing, leading and controlling both human (personnel) and  
material resources in the enterprise.  
It appears that most of the graduates of technical colleges lack the necessary skills and competencies that would  
enable them become self-reliant (Iroegbu, 2017). The evidence is the high rate of unemployment among the  
graduates of tertiary institutions, electrical/electronic technology education inclusive. This showed that such  
graduate lacks relevant skills and competencies for self- employment. Therefore, it is against this backdrop that  
the researcher set out to determine the skill training required of electrical installation and maintenance practice  
students to graduate with competent skills from technical colleges in Ekiti state.  
Statement of the Problem  
Well-articulated skills are needed by graduate of Electrical Installation and Maintenance Practice (EIMP) in  
technical colleges to perform well, as global technology advancement has led to inevitable use of electricity in  
various aspect of human endeavor. Students trained in EIMP in technical colleges are expected to acquire  
adequate skills in domestic, commercial and industrial installation, as well as serving in industries and power  
generating stations. However, it is observed that the skill acquired by technical college graduates particularly  
those in EIMP in Ekiti state is grossly inadequate, and far below expectation. This shortcoming may be traced  
to low level exposure of students to practical skills training, no workshops or laboratories practice or absolute  
negligence to practical exercise and non-exposure of students to practical’s required in the course of training.  
It can equally be submitted that there is no link between electrical installation theories and practical interpretation  
as ought to be. This would have created acute missing link or wide gap to fill. The situation in Ekiti state technical  
colleges is a replica of all other state technical colleges as they all operate in the same environment. Hence, to  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI November 2025| Special Issue on  
fill the gap, the study is poised to investigate the skill training required for improving the EIMP graduates’  
performance in Ekiti state technical colleges.  
Purpose of the Study  
The main purpose of this study is to identify the skills required for electrical installation and maintenance practice  
student to graduate with competent skill in technical colleges in Ekiti state. Specifically, the study intends to  
identify:  
1. The entrepreneurial skills required of electrical installation and maintenance practice students in Ekiti state  
technical colleges.  
2. The practical skills required of electrical installation and maintenance practice students in technical college  
students in Ekiti state.  
Research Questions  
The following research questions were raised to guide the study.  
1. What are the entrepreneurial skills required of electrical installation and maintenance practice students in Ekiti  
state technical colleges?  
2. What are the practical skills required of electrical installation and maintenance practice students in technical  
college students in Ekiti state?  
Hypotheses  
The following null hypothesis will be tested at 0.05  
1. There is no significant difference in the mean responses of male and female teachers on the entrepreneurial  
skills required of electrical installation and maintenance practice students in Ekiti state technical colleges.  
2. There is no significant difference in the mean responses of male and female teachers on the practical skills  
required of electrical installation and maintenance practice students in technical college students in Ekiti state.  
METHODOLOGY  
The research design adopted was descriptive survey research design. The population for this study consisted of  
all fifty electrical installation and Maintenance Practice teachers in Ekiti state technical colleges. The whole  
population will be used because of its small size for the study. The research instrument used for this study was  
a self-constructed-questionnaire tagged Skills Required by Electrical Installation and Maintenance Students  
Questionnaire (SREIMSQ), which was developed by the researchers. The item statements embodied in the  
questionnaire are related to the purpose and questions raised for the study. It has two sections A and B. Section  
A contained demographic information of the respondents while section B centered on e-learning for Electrical  
Installation using likert type scale of Strongly Agree (SA), Agree (A) Strongly Disagree (SD) and Disagree D.  
To establish the validity of the instrument, the questionnaire was given to three experts in the department of  
industrial technical education for scrutiny and necessary corrections or modifications.  
For the reliability of  
the instrument, Cronbach alpha reliability was used. The instrument had a reliability co-efficient level of 0.92.  
The data was collected by administering the questionnaire directly to the respondents by the researcher and two  
research assistants. Data collected were analyzed using SPSS statistical package. Mean and Standard deviation  
was used to answer the research questions, while a t-test was used to test the hypothesis at a 0.05 level of  
significance.  
Any item with a mean value of 2.50 – 4.00 was considered agreed, while any item with a mean value of 0.00-  
2.49 was considered as disagree. For the test of significance, the probability (p) value was used in comparison  
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with the alpha value of.05 and at other relevant levels. If any item has a probability value greater than.05 (P >  
0.05), it will be concluded that there is no significant difference in the mean responses of the respondents.  
RESULTS  
Research Question One  
What are the entrepreneurial skills required of electrical installation and maintenance practice students in Ekiti  
state technical colleges?  
Table 1: Mean Ratings on the entrepreneurial skills required of electrical installation and maintenance practice  
students  
S/N ITEMS  
X
REMARK  
1
2
3
4
Skills for introducing or using new ideas/ways of doing things.  
3.40 Agreed  
3.70 Agreed  
3.80 Agreed  
3.50 Agreed  
Innovative skills of being an independent, imaginative, and constructive thinker.  
Entrepreneurial skills for recognizing and using tools and materials for production.  
Collaborative skills (associative partnership) are needed for joining corporative  
societies for problem-solving.  
5
Personal entrepreneurship skills: Ability to persistently research and find relevant  
information  
3.80 Agreed  
6
7
8
9
Ability to keep record/inventory of materials, tools and equipment  
Ability to interact with people openly and fairly  
Ability to encouraged innovation  
3.54 Agreed  
3.64 Agreed  
3.60 Agreed  
3.62 Agreed  
3.30 Agreed  
Skills to be critical to come up with innovative ideas  
10 Ability to organize and build network  
Data presented on the Table 1 showed that the mean ratings of items 1-10 are 3.40, 3.70, 3.80, 3.50, 3.80, 3.54,  
3.64, 3.60, 3.62 and 3.30 respectively. All the mean ratings are above the cut-off point of 2.50. This means that  
the respondents agreed that; Skills for introducing or using new ideas/ways of doing things. Innovative skills of  
being an independent, imaginative and constructive thinker. Entrepreneurial skills for recognizing and using  
tools and materials for production. Collaborative skills (associative partnership) are needed for joining  
corporative societies for problem-solving. Personal entrepreneurship skills: Ability to persistently research and  
find relevant information. Ability to keep record/inventory of materials, tools and equipment. Ability to interact  
with people openly and fairly. Ability to encouraged innovation. Skills to be critical to come up with innovative  
ideas. Ability to organize and build network. The mean of 3.59 found to be above the cut-off point of 2.50. This  
implies that they are entrepreneurial skills training required of EIMP students in Ekiti state technical colleges.  
Research Question Two  
What are the practical skills required of electrical installation and maintenance practice students in Ekiti state  
technical colleges?  
Table 2: Mean Ratings on the practical skills required of electrical installation and maintenance practice students  
S/N  
ITEMS  
X
REMARK  
Take into consideration the IEE regulation required for the Installation of  
electrical machines  
1
2.90  
Agreed  
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2
3
Make accurate sketches and drawings of the electric circuit for Installation  
3.04  
2.84  
Agreed  
Agreed  
Select appropriate tools and equipment for the installation of the electrical  
machines  
4
Possession of troubleshooting skills in EIMP.  
3.60  
3.74  
3.28  
3.02  
3.28  
3.20  
3.22  
Agreed  
Agreed  
Agreed  
Agreed  
Agreed  
Agreed  
Agreed  
5
Skills in electrical wiring and installation for job creation.  
Practice safe working methods of electrical systems  
Diagnoses basic faults and recognize the associated signs  
Use circuit diagram as an aid for maintenance  
6
7
8
9
Make appropriate installation of electrical accessories and fittings  
Testing of electrical installation  
10  
Data presented on the Table 2 showed that the mean ratings of items 1-10 are 2.90, 3.04, 2.84, 3.60, 3.74, 3.28,  
3.02, 3.28, 3.20 and 3.22 respectively. These means are all above the cut-off point of 2.50. This means that the  
respondents agreed that; Take into consideration the IEE regulation required for the Installation of electrical  
machines. Make accurate sketches and drawings of the electric circuit for Installation. Select appropriate tools  
and equipment for the installation of the electrical machines. Students need troubleshooting skills for  
Competency. Skills in electrical wiring and installation for job creation. Practice safe working methods of  
electrical systems. Diagnoses basic faults and recognize the associated signs. Use circuit diagram as an aid for  
maintenance. Make appropriate installation of electrical accessories and fittings. Testing of electrical installation.  
The cluster means of 3.21 was also found to be above the cut-off point of 2.50. This implies that there are  
practical skills required of EIMP students in Ekiti state technical colleges.  
Hypothesis 1  
Table 3: The t-test Analysis of the Mean Responses of the Male and Female Respondents on the entrepreneurial  
skills required of electrical installation and maintenance practice students.  
Sig.  
0.71  
0.53  
Remarks  
NS  
S/N ITEMS  
1
2
Skills for introducing or using new ideas/ways of doing things.  
Innovative skills of being an independent, imaginative, and constructive  
thinker.  
NS  
3
4
5
Entrepreneurial skills for recognizing and using tools and materials for  
production.  
0.24  
0.19  
0.44  
NS  
NS  
NS  
Collaborative skills (associative partnership) are needed for joining  
corporative societies for problem-solving.  
Personal entrepreneurship skills: Ability to persistently research and find  
relevant information  
6
Ability to keep record/inventory of materials, tools and equipment  
Ability to interact with people openly and fairly  
Ability to encouraged innovation  
0.62  
0.79  
0.11  
0.46  
0.32  
NS  
NS  
NS  
NS  
NS  
7
8
9
Skills to be critical to come up with innovative ideas  
Ability to organize and build network  
10  
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Table 3 shows that all the ten items had their significant value to be greater than .05 (P>0.05). This indicated  
that, there was no significant difference between the mean responses of male and female teachers on the on the  
entrepreneurial skills required of electrical installation and maintenance practice students, therefore the  
hypothesis which stated that there is no significant difference in the mean responses of male and female teachers  
on the entrepreneurial skills required of electrical installation and maintenance practice students in Ekiti state  
technical colleges was accepted.  
Hypothesis 2  
Table 4: The t-test Analysis of the Mean Responses of the Male and Female Respondents on the practical skills  
required of electrical installation and maintenance practice students.  
Sig.  
Remarks  
NS  
S/N ITEMS  
1
Take into consideration the IEE regulation required for the Installation of  
0.65  
electrical machines  
2
3
Make accurate sketches and drawings of the electric circuit for Installation  
0.38  
0.23  
NS  
NS  
Select appropriate tools and equipment for the installation of the electrical  
machines  
4
Possession of troubleshooting skills in EIMP.  
0.10  
0.65  
0.70  
0.62  
0.22  
0.71  
0.33  
NS  
NS  
NS  
NS  
NS  
NS  
NS  
5
Skills in electrical wiring and installation for job creation.  
Practice safe working methods of electrical systems  
Diagnoses basic faults and recognize the associated signs  
Use circuit diagram as an aid for maintenance  
6
7
8
9
Make appropriate installation of electrical accessories and fittings  
Testing of electrical installation  
10  
Table 4 shows that all the ten items had their significant value to be greater than .05 (P>0.05). This indicated  
that, there was no significant difference between the mean responses of male and female teachers on the on the  
practical skills required of electrical installation and maintenance practice students, therefore the hypothesis  
which stated that there is no significant difference in the mean responses of male and female teachers on the  
practical skills required of electrical installation and maintenance practice students in Ekiti state technical  
colleges was accepted.  
DISCUSSION  
The results revealed that the teachers agreed that skills for introducing or using new ideas/ways of doing things.  
It was their perception that EIMP students should possess; innovative skills of being independent, imaginative,  
and constructive thinker; Entrepreneurial skills for recognizing and using tools and materials for production,  
Collaborative skills (associative partnership) are needed for joining corporative societies for problem-solving,  
Personal entrepreneurship skills: Ability to persistently research and find relevant information They agreed  
strongly that the entrepreneurial skills to keep record/inventory of materials; personal entrepreneurship skills;,  
ability to persistently research and ability to organize and build network. Entrepreneurial aspects of science  
education should include courses in business innovation, job creation, management of small and medium scale  
enterprises, accessing of funds/finance sourcing, and introduction to financial accounting (Moemeke, 2013).  
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This finding corroborates the views of Okwelle and Owo (2018) that TVET inculcates relevant entrepreneurship  
skills in the learner for job creation and self-development.  
The findings of this study revealed the practical skills required of EIMP students to graduate with competent  
skills. These items identified by the respondents revealed that practical skills such as; taking into consideration  
the IEE regulation required for the Installation of electrical machines, Make accurate sketches and drawings of  
the electric circuit for Installation, Select appropriate tools and equipment for the installation of the electrical  
machines, troubleshooting skills for Competency, Skills in electrical wiring and installation for job creation,  
practicing safe working methods of electrical systems, Diagnose basic faults and recognize the associated signs,  
Using circuit diagram as an aid to maintenance and Testing of electrical installation are required of EIMP  
students in order to graduate with competent skills. This is in agreement with the findings of Akinduro (2006)  
who conducted a study on electrical installation and maintenance practical skills needed by technical college  
graduates to enhance their employability in Ondo State.  
CONCLUSION  
Based on the findings of the study, it was concluded that electrical installation and maintenance practice students/  
graduates needed Entrepreneurial skills, and practical skills training to graduate with competent skills in  
technical colleges in Ekiti state. The skills if well acquired by the students will go a long way to equip them to  
face the challenges of self-reliance like being able to produce goods and services of utility value. It was  
discovered that the inability of most of the graduates to be self-employed was as a result of non-possession of  
the entrepreneurial skills necessary for self- employment. Therefore, the rate of unemployment can be reduced  
if technical colleges are exposing to modern technology through the sustainability factors, acquiring the practical  
skills and entrepreneurial skills to be able to serve the industries, the society and to be self-employed after  
graduation.  
RECOMMENDATIONS  
From the findings of the study, the following recommendations are made:  
1. Electrical installation and maintenance work skills should be encouraged by teachers for job creation and  
self-reliance of technical college graduates in Ekiti State.  
2. All identified skills should be integrated into the curriculum of technical colleges by curriculum planners  
for training of students.  
3. Government should endeavor to finance and equip technical college workshops as to encourage more  
training and equipment of students with necessary skills for job creation and self-reliance upon  
graduation.  
4. Emphasis should be placed on practical’s while as a student.  
REFERENCES  
1. Amaewhule, W., & Igbojionu, N. (2008). Human development training programme for entrepreneurs: The  
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5. Iroegbu, T. I. (2017). Unemployment and skills gap among technical college graduates in Nigeria.  
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8. National Board for Technical Education (NBTE). (2004). National technical certificate and advanced  
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