This study was undertaken towards improving the quality of Technical Vocational Education and Training (TVET) at the university level for the sustainable growth and development of Nigeria. Two research questions guided the study, and two null hypotheses were tested. The design of the study was a descriptive survey with a population of 116 respondents. These TVET lecturers were drawn from five universities in the South-South region of Nigeria. The entire population was used for the study. To collect pertinent data for the study, the researcher developed a 20-item questionnaire. Face and content validity of the questionnaire was determined by three experts. In order to establish the reliability of the instrument, Cronbach Alpha was used, which gave a reliability coefficient of 0.86. Mean was used to analyze the data relating to the research questions while Pearson product moment correlation coefficient was used to test the null hypotheses. The study found that the quality of TVET at the university level can be improved, for the sustainable growth and development of Nigeria, through professional manpower and the provision of efficient facilities and equipment. Also, the study findings indicated a significant relationship between the quality improvement of TVET and the sustainable growth and development of Nigeria. It was recommended that TVET providers, policymakers, stakeholders, and governments in Nigeria should ensure 'Education for Sustainable Development' is fully integrated into the TVET program to ease the national development of the Nigerian economy.

<span>A close observation in recent times has shown a steady decline of students’ enrolment into business education programme especially in the colleges of education. The situation is becoming worrisome considering the social implications it has on the education industry. Thus, the study was conducted to determine strategies for boosting students’ enrolment into business education programme of colleges of education in Delta State.  Design of this research was descriptive survey and 118 business education lecturers in the colleges of education in Delta State participated in the survey. Data were collected with questionnaire. The results of data analysis showed that the respondents agreed that the attracting and retaining strategies considered in the study were necessary frameworks for boosting students’ enrolment into business education programme. The test of hypotheses showed that irrespective of the years of work experience of the respondents, their responses did not differ significantly. This indicated that the examined attracting and retaining strategies were critical for boosting students’ enrolment. It was concluded that the attracting and retaining strategies determined by the study are effective means of reversing the steady decline of students’ enrolment experienced in recent years at the colleges of education in Delta State, Nigeria.</span>

Inclusive education as a global phenomenon in the 21 st century is becoming an acceptable approach for the training of children with less ability. Programs for teachers' education all over the world are seeking innovative values and pedagogies to ingrain teachers with for its implementation. It is on this premise that this research was conducted to determine the inclusive values and pedagogical strategies needed by business studies' teachers for effective practice of inclusiveness in secondary schools. The study utilized survey design for data collection and it was guided by two research questions and two null hypotheses. The study's population consisted of 54 lecturers of special education in tertiary institutions in Delta State, Nigeria. Data for the study were generated with a questionnaire and the questionnaire was scrutinized by three professional experts to enhance its validity. Data obtained from the field were analyzed with mean statistic and standard deviation in respect of the research questions while ttest was used to test the null hypotheses. The results of the study showed that business studies teachers need inclusive values such as patience, tolerance, fairness, equality, empathy, affection, confidence, trust, passion and respect as well as pedagogies such as encouraging peer-assisted learning, providing individualized attention and approach for effective inclusive education in the class rooms. No significant differences were found in the mean responses of participants based on their academic attainment and years of work experience on the inclusive values and pedagogies needed by business teachers for effective practice of inclusion. The study therefore concluded that inclusive values and pedagogies were strongly needed and should be acquired by business studies teachers for effective inclusive education in secondary schools. Contribution/Originality:This study contributes significantly to existing body of knowledge on educational inclusivity by empirically determining some inclusive values and pedagogies needed by business studies' teachers for effective practice and implementation of inclusiveness in the classrooms. The study has documented arrays of inclusive values and pedagogies to the benefit of business studies' teachers and learners in general. INTRODUCTIONEducation is a deliberate and systematic process that equips learners with knowledge, competencies, skills, values and attitudes which enable them to perform efficiently in every aspect of life. The process of education may be worthless if it does not consider the learner as an individual and as a part of a big society. Thus, classrooms should be designed to welcome diverse learners and address their individual needs. This is the notion of inclusive education. The concept of inclusion in educational system is a significant issue and there is a steadily increasing emphasis in recent times for institutions of learning to provide equal opportunities for all learners (Reynolds, 2001).

The study examined resource management competencies required by Business Education graduates for engagement in small and medium-scale enterprises (SMEs) in Delta State. Two research questions were answered while two null hypotheses were tested at a 0.05 level of significance. The study adopted a descriptive survey research design. The population for the study consisted of 129 subjects comprising 95 final students of Business Education, Delta State University, Abraka, and 34 managers of registered SMEs in Ethiope East LGA of the state. Census sampling techniques were used to sample the entire population of 129 respondents. The instrument for data collection was a structured questionnaire on the resources management competencies of graduates for engagement in SMEs. The instrument was validated by three experts. The Cronbach Alpha reliability method was used to ascertain the reliability of the instrument which yielded a Cronbach alpha coefficient of 0.83 for the entire research instrument. The data for the study were collected with the help of three research assistants. Out of the 129 copies of the questionnaire administered, 116 were retrieved and completely filled representing a 90.0% rate of return. Data collected were analyzed using means for answering the research questions. The null hypotheses were tested using t-test statistics. From the data collected and analyzed, the study identified: 11 financial resource management competencies and 18 human resource management competencies required by Business education graduates for engagement in small and medium-scale enterprises in Ethiope East LGA of Delta State. The results of the hypotheses tested showed no significant (p≤0.05) differences in the mean ratings of Business education students and managers of SMEs on financial resources management competencies whereas, there were significant (p≤0.05) differences in the mean ratings of respondents on human resource management competencies. Based on the findings, the study recommended among others, that the governments of Delta State should help package the identified resource management competencies into teachable programmes for training other University, Polytechnic, and College of Education graduates and retraining existing SME operators for economic success in the state.

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