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ERNWACA RESEARCH GRANTS PROGRAMME 2007

RESEARCH REPORT

RAPPORT DE RECHERCHE

Research Financed by Education Research Network for West and Central African (ERNWACA)

With project support from UEMOA regional Centre of Excellence and the Ministry of Foreign Affairs of the Netherlands

Projet Mentor :

Dr. Grace K. Etuk

Researchers • Uduakobong Aniebiat Okon (lead Researcher) • Aniefiok Edet Udofia • Theresa Maurice Udofia • Aniefiok George Udofia

COUNTRY : NIGERIA

CURRICULAR PROVISIONS FOR UNIVERSITIES AND

PROFESSIONAL SKILLS DEVELOPMENT IN NIGERIA.

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INTRODUCTION

Background of the study University education is the highest conscious effort made by many African countries to educate its citizenry. Among the numerous values and roles of higher education in the African society are fostering positive character development, leadership development, preservation of relevant cultural heritage and practices, promotion of good governance, peace and peaceful co-existence, creativity and problem solving skills. University graduates are expected to have sufficient skills to live comfortably in a given society. The problem solving skills could be viewed as skills acquired in school, which are useful or exchangeable for sustaining livelihood.. Every university programme of study or the numerous professions offered by the Nigerian universities has its specialized skills which the learners should acquire. These skills are conceived by the researchers as professional skills, which are acquired from various disciplines in the universities. They are saleable skills or skills acquired for employment. One of the essences of higher education is to produce professionals in different field of endeavour for sustainable development. The issue of student professional skill acquisition is central to the other roles of higher education and cannot be over emphasized. If pertinent life problems are not skillfully resolved, the achievement of all other roles of higher education would be jeopardized (Obinaju, 2005). Further justifications for student’s professional skill development could be viewed from the perspective of the objectives of the Nigerian policy on education which has among other objectives; (i) Inculcation of the right type of values and attitudes for the survival of an

individual and Nigerian society. (ii) The acquisition of appropriate skills ability and competencies, both mental

and physical as equipment for individual to love and contribute to the development of Nigerian society.

Derived from the different disciplines of Nigerian universities are such skills as, Managerial Skills, Communication skills, skills of Ethics and Human Relations, Scientific and Technological skills and these constitute the index of professional skill for this study. University granduants are expected to acquire some measures of employable skills in their respective professions to contribute to the society. Riordan & Rosas (2003), indicate that employers are seeking for employees who have acquired relevant knowledge and skills and are able to flexibly adapt, apply and transfer their knowledge to different context, under varying conditions. The

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learners should not only secure gainful employment but also remain progressive and stabilized on the job It is worthy of note that, the curriculum, among other factors is a strong determinant of the extent to which the objectives of higher education could be realized. Okon, (2006) reported that for an individual education is the process by which a person learns fact, acquire skills and develop abilities and attitudes necessary for the work place. Curriculum is the tool or instrument put in place to realize the aims of education. Within the context of this study, Curriculum is a plan of academic programmes including courses structured to provide educational experience through inculcation of professional skills, attitudes and knowledge necessary for self reliance and security and for gaining and sustaining employment in a given occupation. Inputs of the curriculum including, it’s content and structure are issues of concern of this study as well as the outputs (the curriculum products ie the university graduates). Curriculum contents here refer to all the skills, abilities, and values which have been selected for students to learn (Mark and Etuk, 2003). In other words it the subject matter provided to university students and its attributes defines the characteristics and the quality of the contents. They further noted that curriculum structure refers to the arrangement of the curriculum component. The structure of the curriculum refers to the form with which the Learning experiences are provided to the learners. It is the designs of deliberate series of curricular operations/activities. In this study, the number of credit hours for theory work and for the practical work, duration of students’ Industrial experience/internships periods, duration of academic programmes, number of lecturers provided for academic programmes and provision of instructional materials were considered. The attributes of the curriculum contents offered in Nigerian universities as perceived by the stakeholders of higher education system were assessed.

It was therefore relevant to assess the curriculum offerings, since it is the means through which the goals of higher education would be achieved. This was done based on the performances of the graduates of the Nigerian universities (curriculum products), with intent to discover the extent to which the needs of the learners and that of the society have been satisfied with regards to professional skill development. Professional skill development, Okon (2006) confirms is crucial, since it is the only process through which the effectiveness, efficiency and relevance of academic programmes could be ascertained.

This study has been in tandem with the current trends of Nigeria attempts

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to promote educational reforms. In this respect and in response to on-going adoption of international goals of development – the Millennium Development Goals (MDG), Nigeria has adopted the National Economic Empowerment and Development Strategy (NEEDS),with the critical consideration on, value orientation, poverty eradications, job creation, wealth generation and using education as a tool for empowerment . National Planning Commission (2004).The current educational reform agenda in Nigeria has been set as one of the strategy of NEEDS. This confirms the need for a study of this nature and dimension to assess educational curriculum contents and structure, for possible reformations, to achieve the goals of NEEDS and of the MGD at the long run. The statement of the problem The great puzzle that need to be urgently addressed is why Nigerian graduate youth roam the streets jobless and idle, some as criminal, destroying instead building Nigeria and the African Society. When not employed unable to employ themselves in meaningful manners. Did they acquire the needed professional skills in school that could help them fit into the society? Are there any gaps in the curriculum which could account for the lack of or non - acquisition of professional skills among Nigerian university graduates? The curriculum, its contents, its structure and delivery procedures are issues of concern, considering skill development in the learners (Ogwo, 2000 and Ugwu, 2003) . Are the contents of the curriculum appropriate, valid, relevant and suitable to the current needs of the Nigerian society? Are the curricular activities well structured? Is the time provided for theories, practicals, internships/industrial attachments, and duration of the academic programmes adequate? At the implementation level, one ponders if the lecturers are adequate to handle the different courses existing in Nigerian universities. Again, do they have enough competencies in the content area and are they sufficiently trained in pedagogy? Are the curriculum operations beyond the cognitive levels of the learners and has it adjusted to changes and new forms of work in the society? These and many more factors are relevant for skill development. The Nigerian graduate youths are faced with the challenges of unemployment and complex technologies in the world of work. Most university graduates lack professional skills and remain unemployed, not functional in the society and rather constitutes nuisance. The gaps in curricular offerings of universities would need to be considered by the current education reforms agenda in Nigeria. Scope of study ; the geographical limits of this study was restricted to River

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State of Nigeria, contextually, the focus was on curriculum contents and structure of Nigerian universities and its influences on development of professional Skills. The curriculum products from 1995/1996 to 2005/2006 were targeted. Purpose of the Study The aim of the study was to investigate the impact of the curriculum provisions of Nigerian universities in terms of its contents and structure, on students’ professional skill development, with a view to providing relevant inputs for policy consideration in the current Nigerian Education Reforms Agenda. Specific Objectives In specific terms the objectives of the study includes to;

1. assess the impact of the attributes of university curriculum contents, on students’ development of Ethics and Human Relation, Scientific and Technological, Managerial and Communication professional skills in Nigerian universities.

2. investigate the impact of the number of credits hours for theory work, on

students’ development of Ethics and Human Relation, Scientific and Technological, Managerial and Communication professional skills in Nigerian universities.

3. investigate the impact of the number of credits hours for practical work,

on students’ development of Ethics and Human Relation, Scientific and Technological, Managerial and Communication professional skills in Nigerian universities.

4. investigate the impact of the duration for Student Industrial Work

Experience Scheme ( SIWES)/ internships/industrial attachment programmes on students’ development of Ethics and Human Relation, Scientific and Technological, Managerial and Communication professional skills in Nigerian universities.

5. investigate the impact of the duration for academic programmes on

students’ development of Ethics and Human Relation, Scientific and Technological, Managerial and Communication professional skills in Nigerian universities.

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6. investigate the impact of availability of lecturers for academic programmes on students’ development of Ethics and Human Relation, Scientific and Technological, Managerial and Communication professional skills in Nigerian universities.

7. investigate the impacts of availability of instructional materials on /

students’ development of Ethics and Human Relation, Scientific and Technological, Managerial and Communication professional skills in Nigerian universities.

Research Questions

The following Research questions were postulated to guide the study; 1. How does the provided Nigerian university curriculum content influence students’ professional skills development?

2. How does of the number of credits hours provided for theory work in Nigerian influence students’ development of professional skills? 3. How does of the number of credits hours provided for practical work in university, influence students’ development of professional skills in Nigeria? 4. How does the duration for SIWES/internships/industrial attachment programmes in universities, influence students’ development of professionals in Nigeria? 5.How does the duration for academic programmes of Nigerian universities, influence students’ development of professional skills? 6. How does availability of lecturers for academic programmes of Nigerian universities influence students’ development of professional ?

7. How does availability of educational materials influence students’ development of professional skills in Nigerian universities?

Research Hypothesis ; Two research hypotheses were postulated in a null form, to test for significances differences between genders’ opinions among the experts/professionals. HO1: There are no significant differences in the mean rating of responses between male and female experts/ professionals, on ‘Curriculum Content of

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Nigerian Universities as it Affects Students Acquisition of Professional Skills (skills for employment)’ HO 2: There are no significant differences in the mean rating of responses between male and female experts/ professionals, on ‘Curriculum Structure of Nigerian Universities as it Affects Students Acquisition of Professional Skills (skills for employment)’ Significance of the Study This study is very relevant and in tandem with the current on–going educational developments in Nigeria, as it would provide relevant inputs to achieve the goals of the educational reform agenda. It is anticipated that the findings of this study provides germane information for bridging existing gaps in the higher education curriculum structure, contents and delivery. Higher education policy formulation instruments including, the federal ministry of education and the national university commission and implementation mechanisms would be sensitized to enhance creativity and development of productive skills in the various professions within Nigerian universities. It is envisaged that the findings of this study is of immense benefit to all stakeholders of higher education, as it brings to their awareness the existing weaknesses in the university curriculum which would possibly prompt a review of the existing curriculum for higher education. This of course would facilitate students’ professional skill development for employment, self reliance, sustainability, as well functionality in the society. Based on the findings of this investigation, it is hoped that administrators of Nigerian university would be spurred up to effectively plan academic programmes in terms of the time frame provided for the various sub-programmes of higher education system and employment of adequate tutors/lecturers in various disciplines. The successful outcome of this study provides data base and information to non-governmental organizations, international organizations, and external sponsors of education for strategic planning and economic support of higher education in Nigeria. The findings of these investigations if considered and its recommendations implemented will promote quality assurance in Nigerian education system for sustained development of Nigeria and the African society at large.

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REVIEW OF LITERATURE Conceptual Views: Professional Skill Development Profession is described by Okon (2004) as a vocation or a person’s trade or area of operations which is associated with a certain type of work which one does for a living. Of course, it is a paid occupation from which one derives life sustainance. Okon (2004) defines a professional as an expert with specialized knowledge and skill in an area of study with competencies that distinguish him from the layman operating in the same field. A professional depicts one who possesses or is consummated by skills which might be acquired through training to be functional in the society and for sustainability. Professional skill development refers to skills required for maintaining a specific career path. It is seen as training to keep current with changing technology and practice in a profession or in the concept of life long learning. Professional skill is sometimes required to retain employment progress in a specific profession. According to Okon (2006), Professional skills development specifically;

• Promote graduate students’ retention and competency • Increase graduates opportunities for employment • Enable graduates self reliance • Give students a competitive edge of securing job or positions • Help students to develop confidence.

People who are not trained to acquire professional skills for specified jobs suffer unemployment and lack occupational or enterprising skills (Ekong, 2000), (Ukut and Udofia, 2007). For professional skills development to be instilled and sustained in students, the curriculum and teachers experiences must be effective and efficient as remarked by Ugwu (1993). Competency development is maximized when curricular structure and its implementation is constantly reviewed for improvement while the teacher’s experiences, skills, knowledge in the operation and process to be taught based in specified curriculum content is enhanced. Profession is described as a vocation or a person’s trade which is associated with a certain type of work which one does for a living A professional depicts one who has possessed or is consummated by skills which might be acquired through training to give service to humanity, and for sustainability. Professional skill acquisition stimulates technological and industrial development

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by producing workers who are capable of developing and utilizing technologies for industrial and economic development. Curriculum- Definition Curriculum has been viewed by various authors. There were as varied views of the curriculum in the earlier years as it is today. obinaju (2005), confirmed that, there is no one generally agreed and fully accepted definition of curriculum. Let’s examine some earlier definitions.

Earlier Definitions of Taba, 1962, Johnson 1967 Curriculum is an out come or

expectations intended to be achieved through instructions

Fafunwa (1971) Describe curriculum as all the subjects or courses of study in an educational institution.

Stenhouse (1975) Viewed curriculum as what children learn form the teacher.

Beauchamp (1986) define Viewed curriculum as a written document with outcome of subject matter to be taught. Curriculum is an out come or expectations intended to be achieved through instructions

Mcnail (1981) Describe curriculum as what to teach and how to teach it

Good 1973 A systematic group of courses or sequence of subjects and planned experiences required for graduation or certification of a learner under the guidance of a teacher in the school.

Figure 1. Earlier definitions of curriculum. Source: (Olaitan and Ali 1997)

The context of the curriculum as reflected in earlier definitions (figure 1) was focus on the curriculum as element of the subjects or courses taught in school and as well as the expected and or intended out comes of instructions (Olaitan and Ali 1997)

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Many authors in recent years still view the curriculum in line with the earlier perspectives. Olaitan and Ali (1997) defined curriculum as a systematic group of courses and planned experience required for graduation for certification of learner under the guidance of a teacher Curriculum is planned learning content used to gain worth while experiences. Many experts in more recent years agree that curriculum boarders on all the school does (Obinaju,2005). En sum curriculum depicts all the planned experiences provided by the school to assist the students in attaining the designated learning outcome. These experiences are arranged in subjects, course and programmes as the case may be. Higher Education Curriculum and Development of Prof essional Skills Higher education is the education given after secondary school in colleges of education, polytechnics, mono-technics and universities including distant education (FRN, 1992). The curriculum of higher education is expected to fully address the emerging needs of the society. Universities are the most vital places to accumulate human capital in the form of human manpower training for abilities, attitudes, professional skills and knowledge, through earning experiences obtained from the curriculum contents and its delivery in school.One human capital assumption according to Babalola (2007b), is that after finishing formal higher education, graduates should be able to make a successful transition from these institutions of higher learning to productive workers or self-reliant and useful members of the society, indicating the achievement of a core objective of higher education. This stresses the need for sustainable higher education for building a self-reliant Nigeria and the African society. One of the major problems noted Babalola (2007a), that Nigerian Universities are facing today is their inability to produce graduate with relevant professional skills. Why do large numbers of universities graduate remain jobless for month’s even years, while business complain of lack of skill workers? FME (2003) in consultation with employers of labour disclosed that university graduates go jobless for the following reasons; Labour supply problems

• A mismatch between teaching in our institution and the needs of the labour market.

• Lack of consultation with private sector has lead to teaching of outdated curriculum, resources and teaching methods.

• Majority of student learn through lectures and academic text books and are academically sound but they have limited opportunities of acquiring

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practical experience by using machinery, equipment and practical technique associated with the profession.

• Lack of professional skill development • Lack of qualified teachers to teach vocational, innovative,

entrepreneurship and job skills. The findings of the Ministry of Education (1992) confirms the earlier assertion of the World Bank (2002) that the growing unemployment among recent graduates, particularly at the tertiary level, is caused parts by the mismatch between educational outputs and requirement of the labour market. Evils of Professional Skill Gaps in Nigerian Unive rsity Curriculum Professional skill gaps existing in the Nigerian curriculum framework is a major concern in Nigeria. This is a situation where the curriculum of Nigerian tertiary education graduates offers skills that are not demanded by the labour market. The seems to be a skill mismatch problem especially in respect to the skills the curriculum offers and what skills are needed by the labour market. This is particularly reflected in the areas of petroleum, gas, agriculture, manufacturing, solid mineral, tourism and ICT as identified in the Education Sector Status Report produced by Federal Ministry of Education in (2003). The State of the Arts in Nigerian Graduate Prepare dness for Employment. Dabalen and Oni (2000) probed the levels of graduate preparedness for productive employment in Nigeria by asking the question; are university graduates in Nigeria adequately educated? How do employers access the qualifications of current degree holders? How well do graduates perform when they are able to obtain employment? Based on an analysis of available labour statistics and interviews with managers from 55 public enterprises, the study shows that prospects for employment among graduates worsened over time as the share of graduates going into the public sector fell drastically. The study further reveals that:

• The unemployment rate for university graduates in Nigeria is about 25 percent.

• University graduate are poorly trained and unproductive on their job. • Graduate skill has steadily deteriorated over the decade. • Shortcomings are severe in oral and written communication, and in

applied technical skills. • In many cases, employers compensate for insufficient academic

preparation by organizing remedial courses for new employees. This

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increases the firms operating cost and reduces their profit and competitiveness.

Availability of Educational Facilities and Profess ional skill Development. In Nigeria, the quality and relevance of education have declined as academic resources, whether teachers or equipment and facilities, have become increasingly in short supply. In 1997/98, for example, the ratio of student to academic staff exceeded the national norm in the key faculties of administration, agriculture, engineering, law medicine, health and pharmacy at all federal universities (Hertnett2002).The national policy on education (FRN, 2004:38-43). Nigerians expects the university systems to contribute optimally to the development of higher level manpower. within the context of the need of the nation, University Programmes has the need to diversify its programmes, making curriculum contents to reflect national requirement. Professional Skill Development and Self-employmen t To improve the quality of graduates in terms of skill development, the government also set up the National Directorate of Employment (NDE) as an employment agency to develop four major programmes the Vocational Skill Development programme inclusive. It is a tool for functional skill acquisition and job creation leading to poverty reduction. The acquisition of employable skills empowers the students with competence to practice, create, develop, and establish business ventures, thus being self-reliant. In summary, it is worthy of note that, the World Bank’s University Innovation Project emphasizes the need for effective monitoring of universities & adherence to standards, developing innovative approaches to ensure continuing re-tooling and capacity building of lecturers in order to operate at the cutting edge of their disciplines, update and restructure the university curricula to meet the demands of the national economy (world Bank 2005). This study on impacts of curriculum provisions for Nigerian universities in terms of its contents and structure on students’ professional skill development is therefore pertinent. METHODOLOGY Research Organization and Conceptual Analysis

A professional is an expert with specialized knowledge and skill in an area of study where he or she has some competencies, which distinguish him or her from the layman operating in the same field (Okon, 2006 ). Derived from the

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different disciplines of Nigerian universities are such skills as, Managerial Skills, Communication skills, skills of Ethics and Human Relations, Scientific and Technological skills etc. University graduates are expected to acquire some measures of employable skills in their respective professions to contribute to the society. Riordan and Rosas (2003), indicate that employers are seeking for employees who have acquired relevant knowledge and skills and are able to flexibly adapt, apply and transfer their knowledge to different context, under varying conditions. Professional skills as envisage by the researchers is categorized based on the disciplines and courses existing in Nigerian universities reflected in the Joint Matriculation Examination Brochure. The skills are interdisciplinary. (See Table below. ) Table1: Skill Categorization table for Nigerian Higher Educ ation. Types of Skills expected to be Acquired by University Students Disciple (faculties)

Managerial Skills

Communication Skills

Skill of ethics and Human Relation

Science and technology Skills

Agriculture * *

Art/ Humanities/law

*

* *

Social Science

* *

Education * * * *

Pure /Applied Science

*

Medical/ Health/ Pharmacy

*

Environmental/Engineering /Technology

*

Research Design: The study was a survey which adopted a participatory approach, employing descriptive and comparative research designs.

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Area of study: The study was conducted in and restricted Cross River State of Nigeria the where there are multitudes of industries and investments in the area. Rivers State produces strategic minerals (especially crude oil and gas) and other agricultural products which can all be mobilized for the State's economic growth and development. Rivers State is one of the 36 states of Nigeria. Its capital is Port Harcourt. It is bounded on the South by the Atlantic Ocean, to the North by Imo and Abia States, to the East by Akwa Ibom State and to the West by Bayelsa and Delta states. The inland part of Rivers state consists of tropical rainforest; towards the coast the typical Niger Delta, environment features many mangrove swamps.

Population of the Study: The population shall consist of three groups. 1.) Graduates of Nigerian University between 1995/1996 to 2005;2006 session working in rivers state. They were chosen because impact of the curriculum is directly on them being the curriculum product.2.), Lecturers (Professionals/experts) of Nigerian Universities in area of study, because they are the ones involved in curriculum implementation. 3.) Employers of labour (Directors /Managers/Heads of Departments etc) were included because the feel the direct impacts of the graduates working under them and can rightly assess their performances in terms of their professional skills or productivity. Sample and Sampling Technique : The sample was made up of one thousand two hundred (1,200) subjects constituted the study sample. These included; eight hundred (800) Nigerian graduate workers, two hundred (200) Experts/ professionals in the indicated skill categories and two hundred (200) employers of labour. Random sampling technique sampling was used for selection of research subjects. Research Instruments : Three (3) validated instruments including, structured questionnaire with a four points rating Scale, divided into part one and two as used. Part one of the questionnaire instrument was structured to gather demographic data of the respondents. The information obtained in this section aided descriptive and characterization of the research participants. Part two was divided into sections A and B. The items in this section of the instrument were statements framed to address the particular variable considered in the objective of the study, curriculum content and its structure. Experts/ and professionals were made to respond to the questionnaire instrument. The second instrument was structured interview guides for university graduates students which addressed some variables of the study, focusing on curriculum structure as it influences the dependent variable. The third instrument was a checklist for moderations of Focused- group- Discussions (FGD) with Employers

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of labour with respect to gaps in curriculum content, structure and the suggested remedies. Validation of Research Instrument: An interater validation model was employed .The instrument was subjected to content, context and construct validation by team of ten education Professionals (experts) drawn from universities in the study area, An average percentage mean of 89 was deemed high enough to confirm the instrument valid in all respects.

Reliability of the Instrument: A test-retest reliability proof was used to establish the reliability of the instrument. The instrument was administered on 100 respondents including subjects drawn from the population but not the direct respondents within the research sample. Pearson Product moment correlation coefficient (r) was used for calculation and was within accepted limits of (0.7 to 08 for all the interments) to justify the instruments as being reliable. Procedures of the data collection: The questionnaire instrument was administered to experts/ professionals in groups and individually where and when necessary by the researchers and trained research assistants. The graduate students and the employers of labour were visited in their places of work for data collection using the interview guides. Without discrimination, graduates from all Nigerian public universities within the indicated years (1995/1996 to 2005/2006 sessions) were for interviewed. The FGD sessions were held with the staff of ministry of education in units of not less than ten participants in each session. Data was successfully collected from one thousand one hundred and fifty (1150) respondents representing about 87% of the sample. The documentary data were obtained from university and faculty handbooks of selected Nigerian universities in the area of study. Procedures Data Analysis: Descriptive statistics including mean, graphs and charts frequencies were used in the analysis. Independent t-test analysis was employed to test research hypotheses in comparison of mean rating of responses between gender of experts/ professionals. PRESENTATION AND DISCUSIONS RESULTS, CONCLUSIONS AN D RECOMMENDATIONS This sub heading presents information on characterization of research participants as well as findings on variables under consideration in the study Results:

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Table 2. Descriptive Gender of Respondents

Frequency Percent Valid Percent Cumulative Percent

Valid 9 4.5 4.5 4.5 1 536 47.0 47.0 51.5 11 1 .5 .5 52.0 l 2 604 48.0 48.0 100.0 Total 1150 100.0 100.0

Key 1= Female 2= Male

Table 2 indicates that five hundred and thirty six (536) of all the respondents were female while six hundred and four (604) were males Frequency Table 3; Frequency for Skill Category of Graduate Respondents

Frequency

Percent Valid Percent Cumulative Percent

Valid 21 2.6 2.6 2.6 MS 241 29.8 29.8 32.4 CM 185 21.9 21.9 54.4 EHRS 190 23.7 23.7 78.1 S&T S 183 21.8 21.8 100.0 Total

800 100.0 100.0

Key MS = Managerial Skill CM= Communication Skill EHRS= Ethics and Human Relation Skills S&TS= Science and Technology skills The skill groups that graduate workers belonged to, were identified and are shown in table 3, as 241,185,195 and 183 for MS,CM, EHRS and S&T respectively.

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Frequency Table 4: Frequency for Age Range of Respondent

Age Ranges

Frequency Percent Valid Percent

Cumulative Percent

Valid 25-35 689 59.0 59.9 59.9 36-46 227 19.4 19.7 79.7 47-60 234 20.0 20.3 100.0 Total 1150 98.5 100.0

The age ranges were divided into three groups and the frequencies are reflected in the table 4 as 689, 227, 234 for 25 - 35,26 - 46 and 47-60 age range respectively.

How does the university curriculum content influenc e students’ development of Professional skills .

Table 5: Mean Responses of Experts on Influences th e Curriculum Content on Students Acquisition of Professional skills. S/

N

Section A - Items of curriculum Content as it affects Students Development of Professional

Skills

Mean

Remark

1 The depth of curriculum content is shallow in my discipline which does not provide for effective professional skill acquisition.

3.81 *

2 Subject matter content are sometimes beyond the lecturers comprehension which hinders professional skill development

3.02 *

3 Contemporary skill needs of my professions in society are not reflected in the curriculum content for professional skill development.

3.85 *

4 Curriculum contents in my area of specialization are not valid to learners’ desired outcome which does not facilitate professional skill acquisition.

*

3.75 *

5 Curriculum is poorly organized thus hindering development of professional skills.

3.58 *

6 Subject experts are not appropriately represented in 3.60 *

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curriculum planning committees to enhance judicious selection of curriculum content.

7 The specified curriculum goals are not feasible considering the gaps in the provided contents.

3.41 *

8 Insufficient representation of community stakeholder in curriculum planning committees undermines appropriateness of content selection.

3.29 *

9 Most skills learnt in my discipline are not transferable into a wide range of occupations for development of professional skills.

3.92 *

10 The selected curriculum contents are not usually covered within the stipulated years of study, to boosts employable skill acquisition.

3.83 *

* Accepted as influences of the curriculum content on the Nigerian university students’ professional skill development. Table 5 indicates that items 1 to 10 were accepted influences of curriculum content on students development of professional skills, with highest mean of 3.92 on Serial number 9,’ Most skills learnt in my discipline are not transferable into a wide range of occupations for development of professional skills’, seconded by ‘Contemporary skill needs of my professions in society are not reflected in the curriculum content for professional skill development’ with a mean of 3.85 in serial no 3 and followed by ‘The selected curriculum contents are not usually covered within the stipulated years of study, to boosts employable skill acquisition’ , with a mean of 3,82 TABLE 6: t-test Analysis for Comparison Mean Respon ses Between Gender of Experts on Influences of the Curriculum C ontent on the Nigerian University Students’ Professional Skill Developmen t. Comparison of mean responses by gender of experts.

N X SD t-cal t-crt Decision @0<0.05

Male responses 100 73.49 8.99 Female responses 97 69.53 7.01

0.03 1.99 *

* Not significant at 0.05

In table 6, the calculated value of t is 0.03, which is less than the critical value of 1.99. Based on these results, the null hypothesis is upheld. Therefore no significant differences in the mean rating of responses between male and female experts/ professionals, on ‘Curriculum Content of

19

Nigerian Universities as it Affects Students Acquisition of Professional Skills (skills for employment)’ There are no significant differences in the mean rating of responses between male and female experts/ professionals, on ‘Curriculum Structure of Nigerian Universities as it Affects Students Acquisition of Professional Skills (skills for employment)’ Documentary Information Below are the features of Nigerian university curriculum structure obtained from documents of university under study. The provided data is representative of Nigerian situation. Table 7. Features of Curriculum Structure of Niger ian Public Universities

Disciplines and related areas

Type of professional Skills Applicable

Approximate Percentage of credit hours for Theory/ Practicals per Semster

Average Period of Academic programmes

Periods For Internship/ IT/ SIWES

Agriculture MS, S&T 82/18 5 yrs 6 months Art/ Humanities

MS, EHRS 90/10 4 yrs 6 months

Law MS,CS,HER 86/24 5 years 2 years Social Science/ Management studies

MS, EHRS 95/05 4 years

Education ST,MS, CS, EHRS

80/20 4 years 4 years

Pure /Applied Science

S&T 80/20 4 years

Medical/ Health

S&T,EHRS

70/30 6/4 years I year/6 months

Pharmacy S&T 80/20 5 years 6 months Architecture

S&T 6 years 6 months

20

Environmental /Engineering /Technology

S&T 78/22 5 years 6 months

It worthy of note that, even though Nigerian universities are somewhat autonomous, they have relatively similar curricular structure and content for under-graduate programmes, with minimum standards as specified by the Nigerian University Commission (NUC). How does the university structure influence student s’ development of professional skills? Table 8: Mean Responses of Experts on Influences of Curricul um Structure on Students Acquisition of Professional s kills.

Section B – Items of Curriculum Structure as it affects Students Development Professional Skills

11 There is lack of balance between theory and practice in my discipline which negatively affect skill acquisition.

3.96 *

12 Learning experiences provided in my study are inadequate which does not make for professional skill development.

2.70 *

13 There are not sufficient contact hours with the course facilitators to allow for effective skill acquisition

3.79 *

14 Excessive work load for lectures deter effective professional skill development

3.80 *

15 Curriculum in my area of study does not provide adequate skill oriented goals for students’ acquisition of skills.

2.99 *

16 The periods allotted for students industrial experiences in my area of specialization is not enough to promote effective professional skill development.

3.20 *

17 Specified objectives do not address professional competences for skill development.

3.63 *

18 The principle of variety is not reflected in the provided curriculum experiences to enhance professional skill acquisition.

2.08 *

19 Integration of interdisciplinary approach in curriculum 3.47 *

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designs are not adequately emphasized for expanded skill development.

20 The principle of vertical organization of the curriculum contents is not well appropriated in the provided curriculum

2.16 *

* Accepted influences of curriculum structure on students’ development of professional skills. Table 5 shows that items S/N 11to 20 were accepted influences of curriculum structure with highest mean on ‘lack of balance theory and practice’ in S/N 11, seconded by ‘Excessive work load for lectures deter effective professional skill development’ with a mean of 3.80 in S/N 14, and followed by ‘There are not sufficient contact hours with the course facilitators to allow for effective skill acquisition’ with a mean of 3.79 in S/N 13..

Table 9: t-test Analysis for Comparison of Mean Res ponses Between Gender of Experts on Influences of the Curriculum s tructure on the Nigerian University Students’ Professional Skill Development.

Comparison of mean responses by gender of experts.

N X SD t-cal t-crt Decision @0<0.05

Male responses 100 68.89 7.31 Female responses 97 66.03 7.25

0.01 1.99 *

* Not significant at 0.05 In table 9 the calculated value of t is 0.01, which is less than the critical value of 1.99. Based on these results, the null hypothesis is upheld. Therefore no significant differences in the mean rating of responses between male and female experts/ professionals, on ‘Curriculum structure of Nigerian Universities as it Affects Students Acquisition of Professional Skills (skills for employment)’

22

Graduate Response on Adequacy of Credit Hours in Nigerian Universities

Highly inadequate

Inadequate

Adequate

Highly adequate

Per

cent

50

40

30

20

10

0

Figure 2: Graduates’ Responses on Adequacy of credit hours for practicals in Nigerian Universities Graduate Responses on Adequacy of credit hours for practicals in Nigerian Universities as it relates to professional skill development. About 30% of respondents said the provided credit hours were inadequate while 40% said it was highly inadequate for professional skill development.

23

:graduate response on adequacy of credit hours for theory work

Highly InadequateIndequateAdequateHighly Adequate

Per

cent

40

30

20

10

0

Figure 3: Nigerian graduates’ responses on adequacy of provided credit hours for theory work Nigerian graduate responses on adequacy of provided credit hours for theory work to gain professional experience shows 52%(26 +26) expressed levels adequacy while 48%(10+38) indicated levels of inadequacy.

24

Gradutes Responses on Adequacy of period for SIWES/IT/ Internship in N

Highly InadequateIndequateAdequateHighly Adequate

Per

cent

50

40

30

20

10

0

Figure 4 : Responses on adequacy of the stipulated period for students’ industrial experience/ industrial attachment / internship Responses on adequacy of the stipulated period for students industrial experience/ industrial attachment / internship, showed that 40% of Nigerian graduates were the largest group, confessing the stipulated period was inadequate.

25

Graduates Responses on Adequacy of Duration for Academic Programmes

Highly InadequateIndequateAdequateHighly Adequate

Per

cent

40

30

20

10

0

Figure 5: Nigerian graduates’ responses on adequacy of duration for undergraduate academic programme Responses on adequacy of duration for undergraduate academic programme indicate that 38% graduates indicated adequacy while 39% indicated inadequacy.

26

Graduates Responses on Adequacy of Number of available lecturers for

Highly InadequateIndequateAdequateHighly Adequate

Per

cent

50

40

30

20

10

0

Figure 6: Graduates’ responses on adequacy of the number of lecturers available for professional skill development Responses on adequacy of the number of lecturers that were made available for professional skill development showed, that 48% of Nigerian graduates which was the highest group of respondents indicated ‘ highly inadequate’ and another significant group was 40% of graduates who expressed inadequacy. Frequency Table 10: Graduates Responses on Adequacy of Educat ional Materials Professional Skills Development

Frequency Percent Valid Percent

Cumulative Percent

Valid Highly Adequate

70 8.8 8.8 8.8

Adequate 98 12.3 12.3 21.0 Indequate 434 54.3 54.3 75.3

27

Highly Inadequate

198 24.8 24.8 100.0

Total 800 100.0 100.0 The frequency for graduate response on adequacy of educational materials in undergraduate academic programmes for professional skill development in table 10 showed the highest frequency of 434 for ‘ inadequate’ seconded by that 198 for’ highly inadequate’, as compared t0 70 and 98 for ‘ highly adequate’ and ‘adequate’ respectively. Summary of Focused Group Discussions (FGD) of with Employer of Labour The summary of the focused group discussions were as follows. 1. What are the prevalent conditions of Nigerian university graduates with respect to professional skill development? The situations of Nigerian graduates were found to be deplorable. They were found to be degenerating in their development of professional skills. They were assessed not to have acquired enough professional skills in the universities for which reasons they have initial difficulties in work performances. 2. What are evident gaps within the Nigerian university curriculum that deter professional Skill development amongst student? Expressions of employers of labour indicated that, most skills learnt in various disciplines are not transferable into a wide range of occupations or professions. The skills provided by the Nigerian university curriculum did not match the need of the society. Some aspects of the curriculum structure were seen to be inappropriate. 3. The employers of labour always had the need to send their new employees on training before finding fit for work. 4. What do you suggest to improve the university curriculum to enhance professional skill development? The structure of the en sum curriculum was assessed to have need for improvement, in terms of the balance between theory and practice, educational facilities and human resources. Need was expressed for employments of professionals in the selection curriculum contents of various disciplines, to make it relevant, valid and tandem with the current trends of societal developments. Discussion and Conclusion

28

The results of this study are fully in consonance with the earlier indicated literature of this report. Some answers to Babalola’s (2007) question of why large numbers of universities graduate remain jobless for month’s even years, while business complain of lack of skill workers, have been partly provided by this study. Federal Ministry of Education (2003) in consultation with the Nigerian labour union disclosed that, there are evident skill gaps in the Nigerian university curriculum which explains why significant number of the graduates roams the streets jobless. Without having recounted the findings of this study all over again, one after the other foe lack of space, it clear that the contents and structure of Nigerian university curriculum is defective, and the evils of these defects are manifested in the curriculum products which are the graduates. The responses from experts reveal that most skills learnt in various disciplines are not transferable into a wide range of occupations for development of professional skills, contemporary skill needs of various professions in society are not reflected in the curriculum content and the selected curriculum contents are not usually covered within the stipulated years of study, to boosts employable skills acquisition. In addition, lack of balance between theory and practice, excessive work load for lectures which deter effective professional skill insufficient contact hours with the course facilitators to allow for effective skill acquisition have discovered. Some aspects of the curriculum structure including stipulated time frame for theory work, practical work, students work experience and duration of undergraduate academic programme and the number of lecturers have been found to be inadequate as confessed by Nigerian the curriculum products, the graduate respondents. In Nigeria, the quality and relevance of education have declined as academic resources, whether teachers or equipment and facilities, have become increasingly in short supply as confirmed by FRN (2004). It believed that, it is on these grounds that Nigeria had need to embark on education reform agenda to revitalized the Nigerian education system and the higher education in particular. Recommendations. This paper calls on the Education Reform Agenda Committee in Nigerian to consider the findings of this study for possible re-construction of the university curriculum to enhance professional skill development. It calls on curriculum planners and higher education policy makers to consider re-orientation of the university education system towards improved professional skill development. It calls on governmental agencies, non-governmental organizations and international organizations to give provide the needed educational materials in Nigerian universities to boost professional skill development.

29

More specifically, it recommends an analysis of contemporary societal skill needs for necessary reflections of such needs in the Nigerian university curriculum content to enhance professional skill development, such that skills acquired in Nigerian universities would be transferable to the numerous available occupational opportunities. Specified curriculum objectives should be made to address specific skill competences foe skill development. It recommends as well, a review of curriculum structure in term of causing a balance between credit unit inputs for theory and practice. Finally, this paper calls on all stakeholders in university education including, parents, guidance, and community leaders etc, to support directly and indirectly the Nigerian university education system in their plight to improve professional skill development.

30

REFERENCES

Babalola, J.B. (2001). University funding, response and performance under a declined economy in Nigeria. A seminar paper based on a research report conducted under the auspices and submitted to the association of African universities (AAU).

Babalola, J. B. (2007a). Reforms and development in Nigeria’s tertiary education:

Focus on the Obasanjo’s administration. Nigeria: NAEAP Publications. Babalola, J. B. (2007b). Reinventing Nigerian higher education for youth

employment in competitive global economy. Retirement lecture in honour of Prof. Mrs. Grace Mbipom. Nigeria: Jerry commercial productions.

Dabalen, A. & Oni, B. (2000). Dabalen market prospects of university graduates

in Nigeria. A background study conducted to inform the design of the Nigerian University System Innovation Project November.

Ekong, A. O. (2000). Educational Programmes for improving Agriculture teacher Preparation for Effective Role Performance in Occupational Skill

Development of Youths.International Journal of 18 963*-Education, Development Vol. 3, No. 1 pp. 93-98, Uyo: Department of Vocational Education, University of Uyo.

31

Federal Ministry of Education. (FME) (2003). Education sector status report. Abuja: FME.

Federal Republic of Nigeria. (FRN) (1992).Views and comments of the federal

government of Nigeria on the report of the commission on the review of higher education of Nigeria. FRN.

Hartnett, T. (2000). Financing trends and expenditure patterns in Nigerian federal

universities: an update. Imandomeju, A. A. (2001). Perspectives in Vocational and Technical Education. Benin City: Equaveen Publishers. National Planning Commission. (NPC). (2004). National economic

empowerment and development strategy (NEEDS). Abuja: NPC. Obinaju, Q.I.(2005).The curriculum of higher and sustainable

developmentin developing nations. Paper presented at the ETF Capacity Building Workshop for Nigerian university Lecturers in south south zone. Sept 25 – 27.

Ogwo, B. A.(2003). Curriculum development and implementation. Owerri. Totan Publishers. Okon, U. A. (2004). Defects in designs and implementation of agriculture

education curriculum in Nigerian Secondary schools. Need for reforms. Nigerian Journal of Curriculum development. Journal of Curriculum Association (CON).Nigeria. CON.Vol.12 (2). Pp 198-202.

Okon, U. A. (2006). Professional Standard development in vocational education:

(IJED) Teacher instructional management role. International journal of Educational developments. Vol 7 (2).

Olaitan , S. O. & Ali. ( 2000). Curriculum Development Process and Evaluation. Onitsha: Cape Publishers International Limited.

Olaitan, S. O., Nwachukwu, C. E., Igobo , C. A., Onyemachi, G. A. & Ekong, A. O. (1999). Curriculum Development and Management in Vocational Technical Education. Onitsha, Cape Publishers International Limited.

Riordan, T. & Rasa, G. (2003). Corework Skills : ILO perspective. Retrieved on

32

August 3, 2005. www.ILO.org/employ/ Skill Ugwu, C. ( 2003). Strategy for relating curriculum to productive work. Nigeria: Nigerian journal of Curriculum Studies.10 (1),13-14. Ukutt, C. & Udofia, A. E. (2001). Barrier to small-scale enterpreneurship development in Akwa Ibom State, Uyo. International Journal of Educational Development (IJED) .Vol. 4 pp 59-64. Umoh, M. & Etuk, L.A. (2003). Principle of curriculum development in agricultural

education. Abuja: Hil-Aex venture. UNESCO. & ILO. (2002). Technical and Vocational Education and Training for

theTwenty-First Century. recommendation. Pan: UNESCO. World Bank. (2002). Constructing knowledge society: New challenges for tertiary education. Washington, D. C.: The World Bank. World Bank. (2005). Universiy Innovation Projects. World Bank.

APPENDIX A

RESEARCH INSTRUMENTS

CURRICULAR PROVISIONS FOR NIGERIAN UNIVERSITIES AND PROFESSIONAL SKILL DEVELOPMENT

Preamble The Educational Research Network for West and Central Africa’s (ERNWACA) research team in Nigeria is conducting an indigenous study on Curricular Provisions for Nigerian universities and Professional Skill Development. The purpose of this questionnaire is to gather information for the investigations and the information shall be used for the research work. We very much assured you that the sources of information shall be kept strictly confidential.

33

Thank you,

Signature:

Mrs. Uduakobong A. Okon

Research Team leader

RESEARCH INSTRUMENT NO1: QUESTIONNAIRE

PART ONE: DEMOGRAPHIC DATA

Please tick (√ ) as applicable to your case

1. Indicate your area of specialization ………………………………………………

34

2. Department:

………………………………………………………………………….

3. Faculty:

…………………………………………………………………………………

4. Age 16 -25 [ ] 26 – 40 [ ] 41 – 65 [ ]

5. Status: Student [ ] lecturer [ Industry [ ] Ministry staff [ ]

6. Rank ……………………………

7. Sex Male [ ] Female [ ]

Skill category (for students and lecturers only,) The professional skill you are you

expected to acquire at the end of your undergraduate Education falls under which of

the following skills;

Management Skills [ ]

Communication Skills [ ]

Skills of Ethics and Human Relations [ ]

Science and Technology Skills [ ]

PART TWO -

Please tick (√) one option in the following item as it best agrees with your

opinion. The following options are provided.

Strongly Agreed (SA), Agree (A), Disagreed (D), Strongly Disagreed (SD)

Section A: FOR EXPERTS IN PROFESSIONS (BASED ON THE SKILL

CATEGORY)

35

Items of Curriculum content of Nigerian Universities as it Affects Students

Acquisition of Professional Skills (skills for employment)

SA A D SD

Section A - Items of curriculum Content as it affects

Students Acquisition Professional Skills

1 The depth of curriculum content is shallow in my discipline

which does not provide for effective professional skill

acquisition.

2 Subject matter content are sometimes beyond the lecturers

comprehension which hinders professional skill development

3 Contemporary skill needs of my professions in society, are not

reflected in the curriculum content for professional skill

development.

4 Curriculum contents in my area of specialization are not valid

to learners’ desired outcome which does not facilitate

professional skill acquisition.

5 Curriculum is poorly organized thus hindering development

of professional skills.

6 Subject experts are not appropriately represented in curriculum

planning committees to enhance judicious selection of

curriculum content.

7 The specified curriculum goals are not feasible considering

the gaps in the provided contents.

8 Insufficient representation of community stakeholder in curriculum planning committees undermines appropriateness of content selection.

36

9 Most skills learnt in my discipline are not transferable into a

wide range of occupations for development of professional

skills.

10 The selected curriculum contents are not usually covered

within the stipulated years of study, to boosts employable skill

acquisition.

Section B - Items of Curriculum Structure as it

affects Students Acquisition Professional Skills

11 There is lack of balance between theory and practice in my

discipline which negatively affect skill acquisition.

12 Learning experiences provided in my study area are

inadequate which does not make for professional skill

development.

13 There are not sufficient contact hours with the course

facilitators to allow for effective skill acquisition

14 Excessive work load for lectures deter effective professional

skill development

15 Curriculum in my area of study does not provide adequate

skill oriented goals for students’ acquisition of skills.

16 The periods allotted for students industrial experiences in my

area of specialization is not enough to promote effective

professional skill development.

17 Specified objectives do not address professional competences

for skill development.

18 The principle of variety is not reflected in the provided

curriculum experiences to enhance professional skill

acquisition.

37

19 Integration of interdisciplinary approach in curriculum designs

are not adequately emphasized for expanded skill

development.

20 The principle of vertical organization of the curriculum

contents is not well appropriated in provided curriculum

Documentary Data Obtained from the Universities in the study areas.

1. The number of credit hours provided for Practical sessions in each

category of the skill groups in the university under study.

2. The number of credit hours provided for theory sessions in each

category of the skill groups in the university under study.

3. Duration of periods for different academic programmes in each skill

groups

4. Duration of periods for internship/ SIWES /industrial attachment

programmes in each skill groups.

38

INSTRUMENT NO 2

INTERVIEW GUIDES FOR NIGERIAN UNIVERSITIES

GRADUATE WORKERS ( 1995/1996 to 2005/2006 seesions)

Section A

1. Which university did you attend?

2. When did you graduate?

3 What did you read in the university?

4. How long have been working here,

5. Does your kind of job agree with what you read in school?

6. How long did you stay before getting employed?

Section B

1. i What is your impression in terms of adequacy of credits provided for

theoretical work in relation to your acquisition professional skills?

a. Highly adequate

b Adequate

c . Inadequate

e. Highly inadequate

2.ii What is your impression in terms of adequacy of credits provided for practical

work in relation to your acquisition professional skills?

39

a. Higly adequate

b Adequte

c . Inadequate

e. Higly in adequate

2b. How did this situation influence your professional skill development?

3.i What is your impression in terms of adequacy of the period for industrial

attachment/ internship/ Student work experience with regards to your acquisition

professional skills?

a. Higly adequate

b Adequte

c . Inadequte

e. Higly in adequate

3.ii How did this situation influence your professional skill development

4 iWhat is your impression in terms of adequacy of the duration of your

undergraduate pogramme ,with regards to your acquisition professional skills?

a. Higly adequate

b Adequte

c . Inadequte

e. Higly in adequate

4.ii How did this situation influence your professional skill development

5i.What are your impressions about the educational materials that were made

available for you to learn your professional skills development?

40

a. Higly adequate

b Adequte

c . Inadequte

e. Higly in adequate

5iiHow did this situation influence your professional skill development

6.i What about your impression of adequacy of the number of lecturers that taught

you.

a. Higly adequate

b Adequte

c . Inadequte

e. Higly in adequate

How did this influence your professional skill development

6ii How did this situation influence your professional skill development

INSTRUMENT NO 2

INTERVIEW GUIDES FOR EMPLOYERS OF LABOUR/

(MANAGERS, DIRECTORS, HEADS OF DEPARTMENTS ETC.)

1. Introduction by the panel moderator - principal researcher

2. Do you have some graduates of Nigerian University within the years

between 1995/ 2006 to 2005/2006 working under you?

41

3. Do you find enough applicants within the relevant area of specialization

for employment?

4. Did you as an employer have the need to send them for training before

finding them fit placement in the profession?

5. Freely comment on their performances in terms of their display of

professional skills in the services they render.

6. What are your suggestions to improve Nigerian student professional Skill

development?

APPENDIX B

COMPANIES/ ESTABLISHMENTS/ BUSINESS ORGANIZATIONS V ISITED FOR INTERVIEW OF NIGERIAN GRADUATES.

LOCATION : ELEKAHIA AREA Name of organization No of Nigerian

University Graduates Interviewed

1 Empire specialist Clinic and Trauma Centre

6

2 Px Pharmacy and Supermarket

3

3 Estate Secondary School 26

42

4 Propland Associates (Law Firm)

4

5 ST. Martins Hospital 8 6 Alco Integrated Technical

Services

7 Nalyn Global Pharmacy

7

8 IBIENE’S Medical Laboratory

4

9 Thywill Furniture

none

10 Christo Furniture Construction Company

LOCATION : TRANS AMARDI AREA 6 Frank’s International (Oil

servicing) 28

7 Tantalizers (Food) 13 8 Jubilant Bros 8 9 Bank PHB 27 10 Ecobank 18 11 UBA 23 12 Sterling 17 13 Oceanic Bank 28 14 Nalcon (Keedak Nigeria LTD) 11 15 United Insurance Company

(UNIC) 16

16 Irelli Tire (Sales and Distribution) 10 17 Inter Continental Bank 30 18 Tiny Gases and Chemical

Company 5

19 Inch-Mic Auto 9 20 ADC Computers - First Global Micro Finance

Limited 8

KZ technical Company Limited 13

43

23 Peugeot (Minigi Motors) 20 24 Global Pest Control and Allied

Chemical Company 4

25 Schlumberger (Construction Company)

17

26 Fidelity Bank 15 27 DHL 2 LOCATION: PAT WHEEL INDUSTRAL LAY OUT AREA 29 L G (Electrical company) 2 30 Innoson technical and industrial

company 5

31 Nuel Auto Distributors LTD. 10 32 Oando Oil servicing Company 33 Cino Nigerian LTD. (Engineers &

Constructors) 5

34 Bodmas Generator Company 7 35 Toyota Servicing & Distribution

Company 14

36 Amosco Atlantic Mediterranean Oil field Service Company LTD.

20

37 Alcon Construction Companies Company

17

38 Aker Kvaerner Construction Company

15

LOCATION: ELF ROAD AREA 39 Lambert Somec Nigerian LTD. 12 40 Eastern Enamelware Factory’S LTD. 10 41 Matrac CAT (assembly & distribution) 19 42 Michelin (Tire company) 11 43 First Aluminum Nigeria PLC. 9 44 Femina Hygienical Products Nigeria

LTD. 12

45 AP (African petroleum) Company 10

44

46 Zenith Bank PLC. 14 47 Total ELF petroleum Nigeria LTD. 10 48 IVECO Petroleum company 14

49 First City Monument Bank PLC. 11 50 Best Aluminum Company. 12 51 Dorman Tools LTD. 10 52 CDWIN OSUEGBO & Co. (chartered

accountants company) 4

53 Stephens Industrial LTD. 3 54 Frina Memorial Clinic 8 55 Okolo Associates (Project

management, Estate surveys, Plant and Machinery) Evalues

5

56 Garet Eye clinic 5 57 Government Craft Development

Center 10

58 First City Monument Bank PLC. 10 59 LAGOS ROAD AREA

60 Port Harcourt High Courts 25 LOCATION :ORDINANCE AREA 61 Diamond Bank Plc 15 62 Petro Energy 6 64 Weather Ford 15 65 Mangrove 8 66 Worts Oil Field 14 67 Sea Food Produtivity 3 68 Genpro Getty Nig Ltd 10 69 Wasco Oil Servicing 7 70 Corel Lab Nig Ltd - 72 Bergar Paint Nig Ltd 1 Location : RUMOLA AREA

45

80 Ratimo Guest House 2 81 Charley Technical Services - 82 Intercontinental Bank 12 83 Sterling Bank 17