The study was carried out to determine the ways Business Education can contribute towards poverty alleviation in Enugu State. Two research questions and two null hypotheses guided the study. The study adopted a descriptive research design that made use of 24 item structured questionnaire. The population for the study comprised 93 lecturers comprising 46 university lecturers and 47 polytechnics/colleges of education lecturers. The questionnaire was face validated by three experts. Split-half reliability method was used to determine the reliability of the items and a coefficient of 0.85 was obtained. The questionnaire was administered on 93 respondents by the researchers with the help of two research assistants. The entire 93 copies of the questionnaire were returned. The data collected were analysed using mean, standard deviation and the hypotheses were tested at 0.05 level of significance. The findings were that business education provides good citizenship through preparing students to become intelligent and productive wage-earners, and also train people to acquire skills and knowledge for employment in business related occupations, and help individuals to set up small scale businesses which can alleviate poverty. Based on the findings, it was recommended among others that Federal Government of Nigeria should set up monitoring agency to track implementation processes of the various poverty alleviation programmes it has introduced.

This study is centered on the implementation of work integrated learning by Nigerian universities in partnership with industries. Descriptive survey method was adopted for the study and 45-item structured questionnaire was used to collect data from 117 TVET lecturers in universities that offer TVET courses in South-Eastern Nigeria. The results of the study showed that work integrated learning is implemented to low extent by the universities, and the implementation is constrained by many factors such as poor teacher quality, lack of policy and curriculum provisions for work integrated learning experiences and activities. Many strategies that can enhance the implementation of TVET-based work integrated learning by Nigeria universities were also identified. Based on the findings, it was recommended that government, TVET institutions and other stakeholders should give more support and encouragement for effective implementation of work integrated learning by universities in Nigeria in partnership with industries.

The study was carried out to determine the entrepreneurial skill needs required by secretarial education graduates of college of education for self sustainability in Enugu State. Four research questions and two null hypotheses guided the study. The study adopted a descriptive research design that made use of 40 item structured questionnaire. The population for the study was 238 respondents. The questionnaire was face-validated by three experts. Cronbach Alpha method was used to determine the reliability of the items and a coefficient of 0.75 was obtained. The questionnaire was administered on 238 respondents by the researchers with the help of three research assistants trained by the researchers. Two hundred and thirty-eight copies of the questionnaire were returned and considered valid. The analysis was done using mean for research questions and t-test statistic for the hypotheses. The findings revealed that the 40 entrepreneurial skill needs were required by the graduates for self sustainability. It therefore was recommended among others that secretarial education graduates should be encouraged to acquaint themselves with all the relevant entrepreneurial skills that will enable them to be self sustained in the society.