Employability skills are essential skills needed in today's work place for effective employment sustainability. However, most graduates of woodwork technology at colleges of education (Technical) in Nigeria lacked employability skills and as such cannot be employed in the wood industry. Therefore, this paper seeks to determine effective strategies for enhancing woodwork technology education student's employability skills through project-based learning (PoBL) at COET in Nigeria. Three research questions and four hypotheses were posed for the study. The study population comprised 67 respondents for the quantitative part and 7 participants for the qualitative part involving WTE lecturers at COET in north western Nigeria. Data for the study were collected through structured questionnaire and interview protocol, and analyse using SPSS version 24 to process the frequency, percentage, mean, standard deviation and t-test for the questionnaire, while NVIVO 12 was used to transcribe the interview. Findings from the study revealed that most elements of employability skills are not embedded into the curriculum of WTE. The findings also revealed that through effective implementation of PoBL, engaging students in activities that could enhance their creativity, critical thinking, communication skills and application of ICT in WTE teaching and learning, WTE student's employability skills will be enhanced.

The chapter examined the concept of entrepreneurship in technical education; types of entrepreneurs such as craft-men, promoters and opportunists; profile of an entrepreneur like originality, hard-work drive, task result oriented, among others; relevance of entrepreneurship to technical education students or graduands such as creating necessary awareness and motivation to excel in students/graduands so as to promote self-reliance and self-employment which is an alternative to salary and wages; challenges in the implementation process of entrepreneurship in technical education, example conglomeration of contents like financial accounting, commerce, economics, among others. In summary, entrepreneurship has been viewed from the standpoints of the psychologist (behaviourist), the economist, and sociologist. Furthermore, the objective of the chapter is to provide literature synthesis on the concept of entrepreneurship. The methodology was meta-synthesis of 15 relevant studies obtained from conference proceedings, text books, and online data bases. Scope of the study included higher and secondary education which are selected as the focus groups of the study in order to encourage assimilation and implementation of entrepreneurship education curricula and development. Data acquired were quantified using descriptive statistics (percentages on bar chart). The result of the study signifies definitions, characteristics, and importance of entrepreneurship needed for improvement of knowledge in enterprise curricula aside from skills and competencies. Higher and Secondary education are selected as the focus groups of the study in order to encourage assimilation and implementation of entrepreneurship education curricula and development.

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New trends in curricula emerge globally where two or more courses of study are blended to produce a single curriculum. Countries like Finland and Jordan practiced embedded curricula in order to promote learning and reduce numerous courses of study. This qualitative study explores the integration of entrepreneurship skills (ES) across the curriculum of Radio, Television and Electronic Work trade curriculum in North-Western Nigeria. Based on the perceptions of two strata of stakeholders (entrepreneurship teachers and Radio, Television and Electronic Work curriculum planners), the feasibility and desirability of embedding entrepreneurship skills across Radio, Television and Electronic Work trade curriculum in selected technical colleges were analyzed after conducting a preliminary study. Document analysis and semi-structured interview were used as the methods for data collection. The findings show that cross-curricula entrepreneurship skills remain non-existent in technical colleges in Nigeria, largely because its implementation is not captured in technical disciplines. However, the study points out the importance of embedding entrepreneurship skills into Radio, Television and Electronic Work trade curriculum for wealth creation and employment generation among technical college graduates. In addition, the five stages of integrating curriculum adopted from the lifelong learning model were briefly discussed. The components of entrepreneurship skills discovered in the study included: entrepreneurial awareness, starting and operating a business, business ideas and opportunities, characteristics or traits of entrepreneurs, and self and paid employment among others. Donor support and retraining needs of trade teachers were also highlighted as complementary factors for enhancing the implementation of embedded curriculum in Nigeria. The findings of this study can be applicable to technical colleges in Nigeria especially in Radio and Television Trade.

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