INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)  
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue XI November 2025  
Curriculum Improvement Needs of Electrical and Electronics  
Technology Education Programme for Sustainable Self-Employment  
of Graduates of Nigeria Universities  
*Kabiru Bawa, Patrick Chinda Duhu, and L. C. Ezugu  
*Department of Technical Education Northwest University, Kano  
Department of Electrical Technology Education Modibbo Adama University, Yola  
*Correspondence  
DOI: https://dx.doi.org/10.51244/IJRSI.2025.12110148  
Received: 04 December 2025; Accepted: 08 December 2025; Published: 20 December 2025  
ABSTRACT  
This study investigated the curriculum improvement needs of Electrical and Electronics Technology Education  
Programme (EETEP) in Nigerian universities for graduates sustainable self-employment. Research questions  
and hypotheses were formulated based on the study objectives. A descriptive survey research design was adopted  
for the study and a sample of 80 respondents consisting of 20 lecturers, 28 industry workers, and 32 self-  
employed graduates was selected from the total population of 400. The instrument used in this study is  
questionnaire titled Curriculum Improvement Needs of Electrical and Electronics Technology Programmes in  
Nigerian Universities for Sustainable Self-employment (CINETP) and was validated. A reliability coefficient of  
0.85 was obtained using Cronbach Alpha method to ensure the reliability of the instruments. The results from  
the findings of the research questions showed that all respondents have consensus on the need for curriculum  
enhancements in areas such as electrical installation, equipment maintenance, Radio and Television, and  
utilization of ICT integration which are crucial for equipping graduates with the expertise needed for sustainable  
self-employment. Statistical analysis, including one-way ANOVA, indicates no significant differences among  
the different respondent groups regarding the identified improvement needs. The study concludes that addressing  
these curriculum gaps is essential for equipping graduates with the necessary skills for sustainable self-  
employment, thereby contributing to economic development in Nigeria. Finally, it was recommended that skills  
relevant to the use of RCDs, home appliances, motor control centres, AFCIs, and smart gears to reduce power  
consumption, IoT, Autotronics, smart circuit boards of R & TV, Smart TV screen technologies maintenance  
skills, and SMDs should be included in the Electrical and Electronics Technology curriculum for graduates  
sustainable self-employment. Also, Digital marketing, online learning platform, AI, YouTube, ML and  
blockchain technologies should also be deployed in the teaching of Electrical and Electronics Technology  
Education.  
Keywords: Curriculum, EETE, Sustainable Self-employment, Graduates  
INTRODUCTION  
Technical and Vocational Education (TVE) prepares students for the workforce through training and skill  
development. TVE training can only be accomplished if the curriculum is enhanced and enough educational  
resources and skilled teachers for teaching students the required skills are available. Vocational and technical  
education is designed to offer people the opportunity of improving themselves in their general proficiency,  
especially in relation to their present or future occupation (Bawa, 2018). The term "curriculum" describes the  
educational subjects, skills, standards, and objectives in educational programme. It describes the knowledge and  
skills that students should acquire at each academic level. Curriculum is frequently associated with words like  
structure, guidelines, substance of what to teach, and what the student has to learn. TVE curriculum aims to  
prepare students for specific occupations by providing specialized knowledge and practical skills that are directly  
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INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)  
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue XI November 2025  
relevant to the chosen career. Thus, TVE encourages the development of both practical and applied skills as w  
ell as the knowledge of fundamental scientific principles (Federal Republic of Nigeria, 2013).  
The curricula of TVE for Bachelor of Technology education in Nigerian universities contain many competencies  
and skills that are expected from the graduates after the training, such as ability to carry out experiments in their  
relevant subject areas, competency in problem solving, competency in educational research and skill of  
improvisation among others. The technical contents of the TVE curriculum in Universities include metal  
workshop practice, woodwork technology, industrial safety, engine, lubrication and coiling system, land  
surveying, electrostatics/electromagnetic, measuring instrument & testing, semiconductor devices, mental  
fabrication, processes, machine tool processes, upholstery, woodwork practices, compression and ignition  
engines, braking, steering & suspension system, building construction superstructure, electrical power and  
machines, electronics communication, welding processes, foundry processes, structural fitting and fixtures,  
wood finishing, radio and television, metalwork technology, maintenance of woodwork equipment, electrical  
drafting, and wood design and conservation.  
Electrical and Electronics Technology is one of the growing sectors in industrialized nations, and there is a strong  
need for qualified people in this field (International Labor Organization (ILO), 2018). In Nigeria, it has been  
highlighted as a viable sector for providing sustainable self-employment possibilities, and as such, it has a  
significant potential to contribute to the economic growth and development of the nation. However, there are  
concerns about the quality of education and training in this sector as offered by universities in Nigeria (Adedeji  
& Ajagba, 2018).  
Generally, the rapid advancement of technology and the increasing demand for skilled professionals to meet the  
demands of the labor market called for equipping graduates of Electrical and Electronics Technology Education  
toward sustainable self-employment. Electrical and Electronics Technology Education programme in  
universities should focus on curriculum improvement to promote sustainable self-employment among students  
(Adeosun, Owolabi, Eshiet, & Owolabi, 2022). Self-employment is a condition of working for oneself as a  
freelance or the owner of a business who is an employer rather being an employee. Self-employed graduates  
derive more satisfaction from their work than salary workers. A self-employed person does not work for a  
specific employer who pays him consistently with salary. Self-employed persons may be involved in a variety  
of occupations that are highly skilled in a particular kind of work.  
Needs for curriculum improvements is a crucial step in developing an effective curriculum that meets the needs  
of students, labor market, and society. There is a wide mismatch between the skills taught in the classroom and  
the skills required by the labor market (NBTE, 2015). This is because the curriculum does not adequately capture  
the rapid changes in several areas of electrical appliances, electronics devices in order to prepare students for  
real life situations, thus leaving them unprepared for the self-determining employment. Some of the major  
specific areas that requires improvements includes electrical installation, electrical equipment maintenance and  
repairs, and Television and Radio system for the purpose of enhancing graduate’s sustainable self-employment.  
These are some of the potential areas that when improved upon in terms of skills acquisition can lead to  
professional development in skills of individuals and which enhances self-employment.  
Electrical installation is part of the curriculum of Electrical and Electronics Technology Education as contained  
in the Benchmark Minimum Academic Standards (BMAS). Electrical installation wiring involves not only the  
traditional surface, conduit, and trunking wiring system, but POP fittings type of wiring, and different trunking  
type of wiring such as single compartment plastic trunking and multi compartment metallic trunking for  
technological advancements in order to groomed graduates in installation practices towards sustainable self-  
employment.  
Similarly, Electrical and electronics equipment repairs, trouble shooting and maintenance works are part of the  
curriculum of Electrical and Electronics Technology Education in the university curriculum, it contains topics  
like measuring instruments direct current generators and motors, alternating current generators and motors,  
starting and control, fault finding in electrical power and DC machines, DC generator, DC motor, comparison  
of DC and AC motor, shun and series motor, induction motor, single phase motor, alternator of stepper motor,  
repairs and rewinding of motors are some of the main contents in the curriculum of Electrical and Electronics  
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ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue XI November 2025  
Technology Education. Aspect of some electronics equipment repairs, trouble shooting and maintenance are in  
the current Electrical and Electronics Technology Education curriculum, basic electronics devices like diodes,  
rectifiers, oscillators, semiconductor devices, electromagnetic waves, Boolean operations, integrated circuits,  
counters, flip flops, shift register counters, etc. are captured in the curriculum. This content does not address the  
modern electronics devices and components that are more miniatured in size and handles more complicated  
operations than the previous devices. Latest electronics devices such as smartphone, iPads, digitally operated  
washing machines, ovens, doors, air conditioners, wrist watches, 3D printers and scanners, home theatres, and  
other smart home appliances and gadgets exist and will continue to advance in the future (Zhang, Zhang, &  
Huang, 2018), however, they are not in the electronics contents of the curriculum for sustainable self-  
employment. To address such types of gaps in training students in the latest electronics appliance repairs, trouble  
shooting and maintenance, the curriculum needs to be improved and updated to capture these contents for  
successful integration and utilization in the universities for self-employment.  
Radio and Television is in the curriculum of Electrical and Electronics Technology, it contains training contents  
like electronic communication systems, modulation and demodulation, RF & IF amplifiers, Transmission and  
propagation or electromagnetic waves, AM & FM receivers, television fundamentals, pictures transmission,  
trouble shouting and servicing of radio and television receivers (Adebayo & Ogunmakin, 2017). The contents  
can be improved to address some of the self-reliant training challenges which emanate due to advancement in  
technology such as miniature of the equipment, replacement of low voltage transformers with IoT sensors along  
with AI-driven analytic or medium voltage converters (switched capacitor and coupled inductor techniques),  
advancement and replacement of circuit boards of Radios and Televisions, use of Light Emitting Diode Liquid  
Crystal Display (LED LCD), Quantum Light Emitting Diode (QLED), and Organic Light Emitting Diode  
(OLED) in current televisions which is an advancement of Cold Cathode Fluorescent Lamps Liquid Crystal  
Display (CCFL LCD). This requires an upgrade in the training contents of Electrical and Electronics Technology  
Education in universities. Furthermore, Information and communication technology (ICT) assist in the delivery  
of the curriculum of Electrical and Electronics Technology of Nigerian universities as general education course,  
the contents are mainly for the proficiency on how to use ICT in obtaining educational information and how to  
use different search engine and Microsoft office. This limits the students’ possibilities to incorporate ICT  
knowledge which will assist them in improving skills development for self-employments (Adeyemo & Ojo,  
2019).  
Hence, the needs for improvements of the Electrical and Electronics Technology Education curriculum in  
universities is essential for sustainable self-employment. The present study involved Lecturers of Electrical and  
Electronics Technology Education, self-employed graduates, and industry workers who studied Electrical and  
Electronics Technology Education in order to receive feedback from them on the need to include emerging  
technologies in all the aforementioned gray areas identified for updating the curriculum. By incorporating the  
findings upon completion of the study into the curriculum, universities can better prepare graduates for self-  
employment and contribute to the overall development of Nigeria and beyond.  
STATEMENT OF THE PROBLEM  
The Electrical and Electronics Technology sector in Nigeria is facing challenges in terms of providing  
opportunities for self-employment is always there. What may be lack of readiness among the graduates to  
exploits the opportunities due lack of good match between the skills and knowledge acquired through the current  
curriculum and the demands of the labor markets as provided by the objective of the programme (Adeyemi &  
Ogolla, 2021). This problem of declining self-employment skill training is brought about due to mismatch  
between the skills taught in the classroom and the skills needed by the labor market. Graduates have fewer  
necessary skills needed to function effectively as self-employed and become employer in the labor market. In  
addition, there are declining rate of preparation of graduates for real-life skills obtainable in the labor market for  
sustainable self-employment.  
For any system that problems are identified, then there is need to provide a solution to the problems for effective  
improvement in that area. These problems identified in the curriculum of electrical and electronics technology  
education if not addressed, will lead to high increase in graduates poor training and poor performance and  
handling repairs, trouble shooting and maintenance of electrical and electronics equipment. Also, lack of  
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updating curriculum to address current areas of concern in the 21st century skills leave graduates not well  
equipped in the electrical and electronics technology education programme (EETE), thereby rendering them less  
effective in the area of electrical installation, electrical and electronics equipment maintenance and repairs, Radio  
and Television, ICT aspect, among others.  
Self-employment has been identified as the solution to the current unemployment facing Nigeria and the world  
at large, therefore, the best way to minimize unemployment is through preparing students for self-employment  
after graduation (Ojo, 2021). Current 21st century emerging skills identified in radio and television, electronics  
equipment repairs, trouble shooting and maintenance woks aspects, when incorporated into the curriculum of  
electrical and electronics technology education programme in universities will help in improving the graduate  
skills level for self-employment. The graduates will have the required knowledge and expertise in order to fit in  
the current century skills in the identified area for job creation, self-employment and an opportunity to employ  
others.  
Employment generation and wealth creation is feasible through improvement of the curriculum in demanding  
areas of electrical and electronics technology education for training the graduates toward sustainable self-  
employment. It is not only hands-on-training that is required by graduates of electrical and electronics technology  
education but, also preparation to become job creators and employers of others. Accordingly, there is need to  
look at current demand of the labor market in order to provide relevant and updated curriculum contents in the  
specified area to serve the current reality for sustainable self-employment. Therefore, curriculum improvements  
need of electrical and electronics technology education offered by universities in Nigeria for sustainable self-  
employment is needed to meet the requirements of the labor market to ensure sustainable self-employment for  
the graduates.  
PURPOSE OF THE STUDY  
The main purpose of this study is to determine the curriculum improvements needs of electrical and electronics  
technology education programme in Nigeria universities for sustainable self-employment of Electrical and  
Electronics Technology Education graduates.  
Specifically, the study:  
1. Identify the improvements needs of electrical installation components of the curriculum for sustainable self-  
employment of Electrical and Electronics Technology Education graduates.  
2. Identify the improvements needs of electrical and electronics equipment maintenance and repairs  
components of the curriculum for sustainable self-employment of Electrical and Electronics Technology  
Education graduates.  
3. Identify the improvements needs of radio and television components of the curriculum for sustainable self-  
employment of Electrical and Electronics Technology Education graduates.  
4. Identify the improvements needs of ICT aspect of the curriculum for sustainable self-employment of  
Electrical and Electronics Technology Education graduates.  
RESEARCH QUESTIONS  
The following research questions will guide the study.  
1. What are the improvements needs of electrical installation components of the curriculum for sustainable self-  
employment of Electrical and Electronics Technology Education graduates?  
2. What are the improvements needs of electrical and electronics equipment maintenance and repairs  
components of the curriculum for sustainable self-employment of Electrical and Electronics Technology  
Education graduates?  
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3. What are the improvements needs of radio and television components of the curriculum for sustainable self-  
employment of Electrical and Electronics Technology Education graduates?  
4. What are the improvements needs of ICT aspect of the curriculum for sustainable self-employment of  
Electrical and Electronics Technology Education graduates?  
RESEARCH HYPOTHESES  
The following null hypotheses were formulated to guide this study:  
Ho1: There is no significant difference in the mean responses of lecturers, industrial workers and self-employed  
graduates on the improvements needs of Electrical installation of the curriculum of universities.  
Ho2: There is no significant difference in the mean responses of lecturers, industrial workers and self-employed  
graduates on the improvements needs of electrical and electronics equipment maintenance and repairs of the  
curriculum of universities.  
Ho3: There is no significant difference in the mean responses of lecturers, industrial workers and self-employed  
graduates on the improvements needs of radio and television aspect of the curriculum of universities.  
Ho4: There is no significant difference in the mean responses of lecturers, industrial workers and self-employed  
graduates on the improvements needs of ICT aspect aiding tools in the universities.  
METHODOLOGY  
Descriptive survey research design was adopted for this study. This method of collecting and analyzing data  
aims to describe the characteristics or behaviors of a particular population, group, or phenomenon without  
manipulating or changing any variables (Babbie, 2016). In this research, a sample of participants was selected  
from the population of interest, and data is gathered through self-reported questionnaires. The data collected was  
then analyzed using statistical techniques to summarize the findings and draw conclusions.  
The area of the study refers to the location where the researcher is conducting the survey. Hence, the study area  
is South-East Nigeria, specifically the states hosting the University offering Electrical and Electronics  
Technology Education in Enugu States of Nigeria. The target population in this research are is Four hundred  
(400) lecturers, industry workers, self-employed graduates in the area of the study. The self-employed graduates  
are those that graduated from Electrical and Electronics Technology Education programme and are working for  
themselves or are managing their workshop, while industry workers are specifically the Electrical and  
Electronics Technology Education graduates who secured employment in the industry.  
The sample for the research involved Twenty (20) lecturers, Twenty-Eight (28) industry workers and Thirty-two  
(32) self-employed graduates, from the population of the study. The instrument used in this study is questionnaire  
titled Curriculum Improvement Needs of Electrical and Electronics Technology Programmes in Nigerian  
Universities for Sustainable Self-employment Questionnaire (CINETP). This helps in gathering the appropriate  
data for analysis.  
One Electrical and Electronic Technology Education staff at Modibbo Adama University, Yola, one staff from  
Abubakar Tafawa Balewa University Bauchi and one from Northwest University, Kano validated the instrument.  
Face and content validation were conducted. For face validation, the validates scrutinized the items for  
appropriateness of grammar, and ambiguity in statements. Content validation was carried out to ascertain the  
inclusiveness of the content areas and to identify all the relevant skill contents of the various courses identified  
for the study. All the corrections made by the validates were duly incorporated in the final copy of the instrument  
for improvements. Also, a reliability coefficient using statistical analysis tool known as SPSS version 29 to  
determine the internal consistency of the instrument was obtained. Cronbach Alpha method of establishing  
reliability was used in order to determine the coefficient value of the questionnaire items. The α-value obtained  
for the instrument stood at 0.85, which make the instrument good and reliable for the study.  
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RESULTS  
Research Questions  
The results of the four research questions are presented as follows:  
Research Question 1: What are the improvements needs of electrical installation components of the curriculum  
for sustainable self-employment of Electrical and Electronics Technology Education graduates?  
Table 1: Results of The Mean Response for Improvements Needs of Electrical Installation Components of  
Electrical and Electronics Technology Education Curriculum for Graduates Sustainable Self-Employment.  
S/N  
ITEMS  
XL  
SDL  
XIN  
SDIN XSE  
SDSE  
XMO  
M
1
Infusing automated power saving design into 4.60  
the curriculum to improve graduates’ skills in  
electrical installation work.  
.55  
4.43  
.79  
.54  
4.38  
4.53  
.52  
4.46  
2
Updating the electrical installation module to 4.00  
provide more skills and power integrated  
boards with cable connections  
.71  
4.43  
.54  
4.35  
3
4
Inclusion on modern safety skills in electrical  
installation module of the EET curriculum  
4.20  
.45  
.45  
4.00  
4.57  
.58  
.54  
4.38  
3.88  
.74  
4.18  
4.24  
Addition of skills on the use of Residual 4.20  
Current Devices (RCDs) in the electrical  
installation section of Electrical/Electronics  
Technology curriculum  
1.36  
5
6
Including wiring for motor control centers,  
transformers, and switchgear in electrical  
installation section of EET  
4.40  
.55  
.45  
4.14  
4.57  
.90  
.79  
4.25  
4.25  
1.17  
1.04  
4.24  
4.52  
Incorporating skills in automated power  
saving design, remote sensing, tracking  
4.80  
4.60  
4.40  
surveillance  
systems  
and  
smart  
home  
technologies in electrical installation section  
7
8
Inclusion of safety skills in electrical  
.55  
.55  
4.43  
4.00  
.79  
4.38  
4.13  
.74  
4.46  
installation  
module  
of  
the  
Electrical/Electronics Technology curriculum  
to enhance less hazardous environment.  
Integration of smart grids/meters in electrical  
installations section of EET curriculum to  
provide opportunity for repairs.  
1.00  
1.13  
4.15  
GRAND SD AND MEAN  
.73  
4.20  
Source: Field Survey, 2024  
KEY:  
XMOM- Mean of Means  
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XL-Mean of Lecturers,  
XIN -Meanof Industry Workers,  
Xse – Mean of Self-Employed graduate,  
SDL, - Standard Deviation of Lecturers,  
SDIN - Standard Deviation of Industry workers,  
SDse -Standard Deviation of Self-employed graduates  
For the Eight questionnaire items presented in table 1, all the different categories of the respondents scored them  
high, ranging from 3.88 to 4.80 with a standard deviation of 0.45 to 1.36. The grand mean of the research question  
stands at 4.20. Thus, for research question one, all the respondents agreed with the improvements needs with  
regards to electrical installation component for sustainable self-employment of graduates.  
Research Question 2: What are the improvements needs of electrical and electronics equipment maintenance  
and repairs components of the curriculum for sustainable self-employment of Electrical and Electronics  
Technology Education graduates?  
Table 2: Results of the Mean Response for Improvements Needs of Electrical and Electronics Equipment  
Maintenance and Repairs Components of the Curriculum for Graduates Sustainable Self-Employment.  
S/N  
ITEMS  
XL  
SDL XIN  
SDIN XSE  
SDSE XMOM  
1
Inclusion of maintenance and repairs of 4.60  
electrical/electronic equipment like 3D  
printers and scanners for  
applications in electrical  
technology curriculum  
.55  
4.14  
.69  
4.50  
.76  
4.38  
real-world  
electronics  
2
3
Adding calibration equipment maintenance 4.60  
and repairs of electrical/electronic aspect of  
.55  
.55  
4.29  
4.14  
.76  
4.38  
4.63  
.52  
.52  
4.40  
4.38  
electrical  
and  
electronics  
technology  
curriculum would enhance graduates’ skills.  
Inclusion of modern safety standards to ensure 4.40  
safety in electrical equipment repairs and  
settings of electronics devices in the electrical  
1.07  
electronics  
technology  
curriculum  
to  
minimize dangerous work situations.  
4
5
Incorporating  
maintenance  
and  
repairs 4.40  
.55  
3.86  
1.46  
4.38  
.52  
4.18  
regarding software, Internet of Things (IoT)  
for remote sensing and monitoring system to  
predict component failure in the electrical  
electronics technology curriculum  
Inclusion  
of  
maintenance  
and  
repairs 4.60  
.55  
.45  
4.14  
4.43  
1.22  
1.13  
4.63  
4.63  
.52  
.52  
4.43  
4.60  
regarding Autotronics wiring in the electrical  
electronics technology curriculum  
6
Inclusion of maintenance and repairs skills of 4.80  
prevalent surface-mounted devices (SMDs)  
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and miniature electronics equipment in  
electrical electronics technology curriculum.  
7
8
Adding maintenance and repairs of panel 4.40  
circuit and smart devices like doors, phone,  
.55  
.45  
4.57  
4.14  
.54  
4.50  
4.63  
.54  
4.50  
watches  
in  
the  
electrical  
electronics  
technology curriculum to boost graduate skills  
State-of-the-art instruments needed for fault 4.20  
finding should be part of the electrical  
electronics technology curriculum.  
1.07  
.51  
4.33  
GRAND SD AND MEAN  
.67  
4.41  
Source: Field Survey, 2024  
For the 8-questionnaire items presented in table 2, all the different categories of respondents scored them at high  
rate (above 4.00), except item 4 which was rated 3.86 by industry workers. Nonetheless, the grand mean of the  
research question under consideration stood at 4.41. This rating indicates a collective agreement of all the  
respondents with regards to the improvements needs of electrical and electronics equipment maintenance and  
repairs components of the curriculum for graduates sustainable self-employment.  
Research Question 3: What are the improvements needs of radio and television components of the curriculum  
for sustainable self-employment of Electrical and Electronics Technology Education graduates?  
Table 3: Results of the Mean Response for Improvements Needs of Radio and Television Components of the  
Curriculum for Graduates Sustainable Self-Employment.  
S/N  
ITEMS  
XL  
SDL  
XIN  
SDIN XSE  
SDSE XMOM  
1
Smart circuit boards for Radio and 4.00  
Television (RTV) repairs should be  
included in electrical electronics technology  
curriculum  
1.00  
4.29  
1.11  
.76  
4.63  
4.13  
.74  
.99  
4.38  
4.31  
2
Inclusion of Light -Emitting Diodes (LED) 4.60  
.55  
4.23  
and  
Liquid  
Crystal Displays  
(LCD)  
technology of recent televisions in the  
electrical  
and  
electronics  
technology  
curriculum.  
3
4
Inclusion  
of  
Quantum  
and  
Organic 4.40  
.55  
.55  
4.86  
4.43  
.38  
.54  
3.88  
4.25  
1.36  
1.17  
4.40  
4.41  
technology in current televisions section of  
the EET curriculum.  
Adding high-definition (HD) and Ultra- 4.60  
High-Definition (UHD) picture quality  
technology into the Radio and Television  
aspect  
of  
electrical  
and  
electronics  
technology curriculum.  
5
Adding the technology behind built-in Wi- 5.00  
Fi and internet connectivity in Radio and  
Television module of electrical/electronics.  
.00  
4.29  
.76  
4.38  
1.06 4.50  
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6
7
8
Incorporating troubleshooting of the Radio 4.40  
and Television stream technology to equip  
.55  
.55  
.55  
4.00  
4.00  
4.14  
1.00  
1.00  
.69  
4.25  
4.63  
4.33  
.71  
.52  
.52  
.73  
4.19  
4.37  
4.29  
4.37  
graduates  
toward  
sustainable  
self-  
employment  
Smart TV browsing, social media Apps and 4.60  
interactive features should be integrated  
into TV section of electrical/electronics  
technology curriculum.  
Smart TV screen technology maintenance 4.40  
should be integrated into the TV section of  
electrical/electronics  
curriculum.  
technology  
GRAND SD AND MEAN  
Source: Field Survey, 2024  
Eight questionnaire items addressing research question three are presented on table 3. The pattern of rating is  
not different from the previous research questions, with exception of item number 3 which was rated 3.88 by  
self-employed graduates, all the remaining items were rated above 4.00. The grand mean stood at 4.37. This also  
shows that there is a harmonious agreement among the different categories of respondents about the  
improvements needs suggested for the Radio and Television component of the curriculum for effective  
graduates’ sustainable self-employment.  
Research Question 4: What are the improvements needs of ICT aspect of the curriculum for sustainable self-  
employment of Electrical and Electronics Technology Education graduates?  
Table 4: Results of the Mean Response for Improvements Needs of ICT Aspect of the Curriculum for Graduates  
Sustainable Self-Employment.  
S/N  
ITEMS  
XL  
SDL  
XIN  
SDIN  
SDSE XMOM  
XSE  
1
Digital marketing and data analytics should 4.80  
be incorporated in the electrical/electronics  
technology curriculum.  
.45  
4.71  
.49  
4.63  
.74  
.46  
.64  
4.70  
4.42  
4.31  
2
3
Inclusion of teaching and learning platforms 4.40  
and Trello skills in electrical/electronics  
technology curriculum  
.55  
.55  
4.57  
4.29  
.54  
.49  
4.25  
4.13  
Incorporation of digital simulation software 4.60  
and Computer-Aided Design (CAD) in  
electrical/electronics technology curriculum.  
4
5
Adding structured programming languages in 4.60  
electrical/electronics technology curriculum.  
.55  
.55  
.55  
4.57  
4.14  
4.43  
.54  
.69  
.79  
4.50  
4.25  
4.38  
.54  
.46  
.74  
4.55  
4.29  
4.46  
Inclusion of artificial intelligence (AI) in 4.60  
electrical/electronics technology  
6
Inclusion of internet enabled smart boards 4.60  
and projectors for multi-media instructional  
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delivery in electrical/electronics technology  
education curriculum.  
7
8
Inclusion of Block-chain technology and 4.40  
.55  
.45  
4.14  
4.14  
.90  
4.75  
4.50  
.71  
.76  
.82  
4.42  
4.28  
4.44  
machine  
learning  
(ML)  
in  
electrical/electronics technology curriculum  
Deployment of sustainable infrastructure of 4.20  
ICT devices and online coding skills in  
electrical/electronics technology curriculum.  
1.07  
GRAND SD AND MEAN  
Source: Field Survey, 2024  
All respondents gave the statement a high rate of agreement, with all categories of the respondents scoring the  
items over 4.00. The eight questionnaire items in table 4 correspond to the answers to research question four.  
This indicates that the opinions of lecturers, industry workers, and self-employed graduates are similar and in  
agreement with one another for all the items. The grand mean was found at 4.44. This also demonstrates that  
all respondent categories agreed about the recommendations for the improvements needs of the ICT component  
of the curriculum enabling graduates to pursue sustainable self-employment.  
Testing Hypotheses  
The four (4) hypotheses were tested using one-way ANOVA at 0.05 level of significance. The results are  
presented as follows:  
Ho1: There is no significant difference among the mean responses of lecturers, industrial workers and self-  
employed graduates on the improvements needs of Electrical installation of the curriculum of universities.  
Table 5: One-way ANOVA on the Mean Ratings of Lecturers, Industrial Workers and Self-Employed Graduates  
on the Improvements Needs of Electrical Installation component of the Curriculum of Universities for Graduates  
Sustainable Self-employment.  
Sum of Squares  
0.644  
df  
2
Mean Square  
0.322  
F
p-value Decision  
0.637 Ho1 Upheld  
Between Groups  
Within Groups  
Total  
0.540  
10.875  
77  
79  
0.640  
11.519  
Source: Field Survey, 2024  
From table 5, the p value (p =0.637) is greater than the significant value 0.05; this indicated that there is no  
significant difference in the responses of lecturers, industrial workers and self-employed graduates on the  
improvements needs of Electrical installation of the curriculum of universities for graduates sustainable self-  
employment. Hence, fail to reject the hypothesis.  
Ho2: There is no significant difference among the mean responses of lecturers, industrial workers and self-  
employed graduates on the improvements needs of electrical and electronics equipment maintenance and repairs  
of the curriculum of universities.  
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Table 6: One-way ANOVA on the Mean Ratings of Lecturers, Industrial Workers and Self-Employed Graduates  
on the Improvements Needs of Electrical and Electronics Equipment Maintenance and Repair Components of  
the Curriculum of Universities for Graduates Sustainable Self-employment.  
Sum of Squares  
Df  
Mean Square  
F
p-  
Decision  
value  
Between Groups  
Within Groups  
Total  
0.714  
9.649  
10.363  
2
0.353  
0.568  
0.588  
0.584  
Ho2 Upheld  
77  
79  
Source: Field Survey, 2024  
From table 6, the p value (p =0. 584) is greater than the significant value 0.05; this indicated that there is no  
significant difference in the response of lecturers, industrial workers and self-employed graduates on the  
improvements needs of electrical and electronics equipment maintenance and repairs of the curriculum of  
universities for graduates sustainable self-employment. Hence, fail to reject the hypothesis.  
Ho3: There is no significant difference among the mean responses of lecturers, industrial workers and self-  
employed graduates on the improvements needs of radio and television aspect of the curriculum of universities.  
Table 7: One-way ANOVA on the Mean Ratings of Lecturers, Industrial Workers and Self-Employed Graduates  
on the Improvements Needs of Radio and Television Aspect of the Curriculum of Universities for Graduates  
Sustainable Self-employment.  
Sum of Squares  
Df  
Mean Square  
F
p-  
Decision  
value  
Between Groups  
Within Groups  
Total  
1.257  
2
0.633  
0.670  
0.900  
0.494  
Ho3 Upheld  
11.444  
12.701  
77  
79  
Source: Field Survey, 2024  
From table 7, the p value (p =0. 494) is greater than the significant value 0.05; this indicated that there is no  
significant difference in the response of lecturers, industrial workers and self-employed graduates on the  
improvements needs of radio and television aspect of the curriculum of universities for graduates sustainable  
self-employment. Hence, fail to reject the hypothesis.  
Ho4: There is no significant difference among the mean responses of lecturers, industrial workers and self-  
employed graduates on the improvements needs of ICT aspect of the curriculum of universities. ‘  
Table 8: One-way ANOVA on the Mean Ratings of Lecturers, Industrial Workers and Self-Employed Graduates  
on the Improvements Needs of ICT Aspect of the Curriculum of Universities for Graduates Sustainable Self-  
employment.  
Sum of Squares  
0.494  
Df  
2
Mean Square  
0.317  
F
p-value Decision  
0.614 Ho4 Upheld  
Between Groups  
Within Groups  
0.599  
7.062  
77  
0.416  
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Total  
7.556  
79  
Source: Field Survey, 2024  
From table 8, the p value (p =0. 614) is greater than the significant value 0.05; this indicated that there is no  
significant difference in the response of lecturers, industrial workers and self-employed graduates on the  
improvements needs of ICT aspect of the curriculum of universities for graduates sustainable self-employment.  
Hence, fail to reject the hypothesis.  
FINDINGS OF THE STUDY  
Based on the results of the analyses of data relating to the research questions posed and hypotheses tested, the  
findings of the study are as follows:  
1. The lecturers, Industry workers and self-employed graduates agreed with all the items as the grand mean of  
the responses is 4.20 more than the 3.50 decision level for acceptance; and hypothesis one indicates that  
there is no significant difference in the mean responses of the lecturers, industry workers and self-employed  
graduates. Hence, Ho1 is upheld.  
2. The lecturers, Industry workers and self-employed graduates agreed with all the items as the grand mean of  
the responses is 4.41 above the 3.50 which the decision level for acceptance was based; and the hypothesis  
two indicates there is no significant difference in the mean response of the lecturers, industry workers and  
self-employed graduates. Therefore, Ho2 is upheld.  
3. The lecturers, Industry workers and self-employed graduates agreed with all the items as the grand mean of  
the responses is 4.37 above the 3.50 decision level for acceptance; and the hypothesis three indicates there  
is no significant difference in the mean response of the lecturers, industry workers and self-employed  
graduates. Therefore, Ho3 is upheld.  
4. The lecturers, Industry workers and self-employed graduates agreed with all the items as the grand mean of  
the responses is 4.44 above the 3.50 decision level for acceptance; and the hypothesis four indicates there is  
no significant difference in the mean response of the lecturers, industry workers and self-employed graduates.  
Hence, Ho4 is upheld.  
SUMMARY OF THE STUDY  
A study to investigate the curriculum improvements needs of EETE Programme in Nigerian universities for  
sustainable self-employment was conducted in Nsukka, Enugu with the aim of identifying grey areas in EE TE.  
Four (4) research questions and four (4) hypotheses ware posed in the study.  
Descriptive survey research design was adopted for this study. The population of the study is Twenty (20). The  
target population in this research were lecturers, self-employed graduates, and industry workers in the area of  
the study. The sample of the present study are twenty (20) lecturers, thity two (32) industry workers, and twenty-  
eight (28) self-employed graduates. The instrument used in this study is questionnaire titled CINETP. The data  
collected was then analyzed using statistical techniques to summarize the findings and draw conclusions. Three  
experts validated the questionnaire in terms of content and organization. Moreover, a reliability coefficient of  
0.85 was obtained using Cronbach Alpha.  
All the three groups of respondents agreed with the items in all the research questions, and the respondents  
agreed that hypotheses I and 4 indicate no significant difference in the mean difference of agreements of the  
Lecturers, Industry workers and self-employed graduates, as findings from the study were clearly stated.  
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CONCLUSION AND OBSERVATIONS  
The study to investigate the curriculum improvements needs of electrical and electronics technology education  
programme in university of Nigeria, Nsukka for sustainable self-employment was carried out. The study  
identified how some of the items can improve the learning of the contents of the four identified areas in electrical  
and electronics technology education. The three groups of the respondents (Lecturers, Industry workers, and  
self-employed graduates) agreed with the items. Furthermore, the study identified that there is no significant  
mean difference among the agreements of Lecturers, Industry workers, and self-employed technologist of all the  
items in the questionnaire.  
RECOMMENDATIONS  
The following recommendations were advanced in the present study:  
1. More skills on the use of RCDs, modern safety, home appliances, motor control centers, switch gears,  
automated power saving design, remote sensing, smart home technologies, AFCIs, and smart gears to reduce  
power consumption should be integrated in the curriculum for graduates sustainable self-employment.  
2. Skills relevant to maintenance of electrical and electronics technologies which signify impacts upon the real  
world and applicable to users’ environment, such as IoT, Autotronics, 3D printers, and smart devices, and  
SMDs should be included in the Electrical and Electronics Technology curriculum for graduates sustainable  
self-employment.  
3. Smart circuit boards of R & TV, LEDs and LCDs technologies, Quantum and Organic LEDs technologies,  
technology behind built-in Wi-Fi and internet in RTV, troubleshooting of the RT stream technologies, Smart  
TV browsing, social media Apps and interactive features and Smart TV screen technologies maintenance  
skills should be included for graduates sustainable self-employment.  
4. Digital marketing, online learning platform and coding, CAD, programming language, AI, YouTube, ML and  
blockchain technologies skills should be incorporated for graduates sustainable self-employment.  
ETHICAL APPROVAL  
The ethical approval has been sought from all that are involved in the research.  
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