Abstract: This study investigated the skills required by metalwork technicians for the efficient operation of modern metalworking equipment in Kwara State. Specifically, it examined technical, operational, and safety/maintenance skills and how experience influences technicians’ perceptions of these competencies. The study adopted a descriptive survey design, targeting metalwork technicians across selected workshops in Kwara State. Data were collected using a structured questionnaire measured on a 4-point Likert scale, validated for reliability, and analyzed using Mean, Standard Deviation, and ANOVA. Findings revealed that technical skills such as reading technical drawings, precise measurement, and Computer Numerical Control operation are considered highly important, while operational skills, including safe machine handling and accurate workpiece setup, were consistently rated across all experience levels. Safety and maintenance skills were also highly valued, with experienced technicians showing greater awareness of advanced protocols. ANOVA results indicated that experience significantly influenced perceptions of technical and safety/maintenance skills but not operational skills. The study concludes that targeted training programs, incorporation of modern equipment, and continuous professional development are essential to bridge skill gaps, enhance efficiency, and promote safe workshop operations. The findings provide practical insights for technical colleges, industry trainers, and policymakers aiming to prepare competent metalwork technicians for contemporary industrial demands.

Abstract: The general objective of this research was to assess the effect of project management professional skills on career growth in Rwanda. The researcher used both descriptive and correlational research design. The target population consists of 112 PMP holders in Rwanda, as recorded by the PMI Rwanda Chapter. Since the population is small the researcher used census method approach rather than sampling. A mixed-method approach was used, combining quantitative and qualitative data collection techniques. The Statistical Package for the Social Sciences (SPSS) was used for data analysis. The coefficient for technical skills (B = 0.153, p = 0.05) is statistically significant, indicating that technical skills have a positive and significant effect on career growth. As such, H₀₁ (There is no significant effect of technical skills on career growth) is rejected. The coefficient for leadership skills is the strongest (B = 0.698, p < 0.05), with a high standardized Beta value of 0.650, indicating a dominant role in predicting career growth; thus, H₀₂ is also rejected. Interpersonal skills also significantly influence career growth (B = 0.186, p < 0.05), with a Beta value of 0.229, meaning that H₀₃ is rejected as well. All predictors are statistically significant at the 0.05 level. Inferential analysis confirmed that each skill set has a positive and statistically significant effect on career growth. PMI Rwanda Chapter should develop a standardized curriculum for technical skills such as project planning, control techniques, and risk management.

Francis Muya – Department of Management Sciences, National Institute of Transport, Tanzania

Email: ramamikina@gmail.com/ mgosimuya@gmail.com

Abstract: This study explores how industrial attachment enhances the technical, soft, and pedagogical skills of Technical and Vocational Education and Training (TVET) teaching staff in Tanzania. It aims to provide insights into addressing the mismatch between TVET graduate competencies and industry needs. A descriptive survey design was employed, targeting TVET teaching staff who were attached to industries from Arusha Technical College (ATC), National Institute of Transport (NIT) and Dar es Salaam Institute of Technology (DIT) – Mwanza Campus. The sample population included 63 TVET teaching staff who were purposely selected using the database of staff attached to the industries from 2020 to 2024. Data were collected using structured questionnaires, with quantitative analysis performed via descriptive statistics focusing on mean and standard deviation. Key findings show that industrial attachments greatly enhance technical skills and contribute positively to the development of soft skills, such as teamwork, as well as pedagogical skills among TVET teaching staff. The study recommends strengthening collaborations between TVET institutions and industries, increasing the participation of female TVET instructors in industrial attachments, and extending the duration of these attachments.

Abstract: This paper contributed to education stakeholders by addressing challenges faced by TVET graduates on employment and suggesting strategies and recommendations to improve youth employment. Purposive and simple random sampling were used to select 192 respondents and data were collected from 150 TVET youth graduates, 20 TVET trainers, and 12 employers. A descriptive research design was used to collect, interpret and report data. Questionnaires were used to collect data from 150 TVET graduates whereas guided interview was used to collect data from 20 TVET trainers and 12 employers. The study noted the following challenges faced by TVET youth graduates in finding employment: insufficient training facilities, short period of industrial attachment program, training based on theory than practice, untrained trainers in CBT/CBA, and mismatch of acquired skills with employable skills. The study recommends to Rwandan Education stakeholders to set out a Dual TVET Training policy from level one to five, provide to TVET private schools training facilities as they accommodate a high number of trainees than public schools, and to expand training to all trainers on CBT/CBA.