PurposeFollowing the tenets of experiential learning theory (ELT) and social cognitive theory (SCT), this study aims to investigate the influence of higher technology education students' placement experiences (work-related learning by teaching practice [WLTP] and by industry attachment [WLIA]) on learning self-efficacy (LSE) and perceived employability skills (PES) (namely, perceived future network [PFN], perceived expected experiences [PEE]), perceived future personal characteristics (PFPC), perceived future labour market knowledge (PFLMK) and perceived future skills (PFS).Design/methodology/approachUsing two-wave surveys (T1 & T2), data were collected from technical education students (N = 257) in Nigerian universities. At T1, LSE and PES were measured, while WLTP, WLIA, LSE and PES were measured at T2. The repeated measure t-test, and structural equation modelling were applied for statistical analyses.FindingsThe authors found a significant increase in the students' LSE and PES from T1 to T2. Direct associations between WLTP, WLIA, LSE and PES were partly supported. Similarly, WLTP and WLIA have indirect relationships with PES via LSE. However, the result of the indirect effect is partly supported for WLTP and PES relations; but fully supported for WLIA and PES relations.Research limitations/implicationsAlthough this study is not an experimental design to absolutely justify causality, it has provided valuable empirical evidence that added to the extant literature on higher education students' work-related learning, learning ability and employability skills.Originality/valueTo the authors' knowledge, this is the first study to explore the simultaneous influence of two aspects of students' work placement (WLTP and WLAI) on LSE and employability as well as the changes that occur after the placement.

<p>School truancy has been identified as one of the causes of students’ low school achievement, leading to school dropout. Although the problem of school truancy is not new, yet, many school authorities or Governments have no rules on how to deal with this problem. In some arears, there is apparently no database or information, and educators are at a loss as to whether school truancy exists, and at what level if it does. There is no coordinated action against school truancy in many school districts. Consequently, each school district takes decision on how it approaches the problem. This study is designed to have a conversation directly with the student clientele and to determine what they know about school truancy, and from their perspective offer suggestion(s) or strategies that would help to reduce or prevent school truancy. Results suggest for a distinction between “school truancy” and “class truancy” in order to help school managers to adequately focus on each group rather than treating “skipping school” and “skipping classes” with the same amount of resources. The study suggests giving incentives to good students, providing adequate school bus services, insisting on “no 12^th grade, no drivers license”, and putting several classes online would be good prevention strategies. The above excerpt forms the basis of the research results presented in this paper.</p>

The purpose of the study is to appraise the problems often encountered by undergraduate technology education students in other degree awarding institutions in north-eastern Nigeria. Three purposes, research question and hypotheses guided the study. The study adopted descriptive survey research design. The area of the study was North-eastern Nigeria and the population of the study comprises of 154 bachelor degree students in the two degreeawarding institutions offering technology education programme -Federal Colleges of Education (Technical) in Gombe and Potiskum. The entire population was used for the study. The instrument used for data collection was a structured questionnaire. The instrument has a reliability coefficient of 0.77. One hundred and forty three copies of the instrument were administered, but only 139 were properly filled and returned. Mean was used to analyze the data to answer the research questions, while z-Test was used to analyze the data for testing the three null hypotheses at 0.05 level of significance. Findings from the study indicate that undergraduate technology education students in other degree awarding institutions are encountering admission, instruction, and examination-related challenges. It is therefore recommended among others that Other degree awarding institutions should organize orientation exercise for their newly admitted students; NUC should ensure that only institutions with adequate facilities are granted the approval to mount degree programmes in technology education; Universities should ensure that the degree results of their affiliate institutions are considered, approved, and released as quickly as possible; Universities should ensure that the graduates of their affiliate institutions are timely mobilized for the NYSC.

<p class="jbls"><span lang="EN-GB">This research has identified the vacuolar flavonoids of <em>Balsamorhiza</em> <em>macrophylla</em> Nutt., which consist of Quercetin-3-O-galactoside, Quercetin-3-O-rutinoside, and Quercetin-7-O-glucoside. Exudate lipophilic flavonoids were also investigated. Results vary slightly from those of earlier study. This study shows the presence of Quercetin 3 - O - methyl ether, Quercetin 3,6,4'- O - trimethyl ether, Quercetin 3,4'-O-dimethyl ether, 3,3'-O-dimethyl ether and an unknown compound which absorbs at 290nm, possibly a flavanone. The first three compounds agree with earlier results, which also include Tamarexetin, Axillarin and Spinacetin. Workers had reported earlier that flavonoid profiles often vary due to environmental or ecological differences, and whether this applies to <em>Balsamorhiza</em> <em>macrophylla</em> is part of this investigation.</span></p>