The current study examines the correlation between technical and vocational education and training (TVET) students' potential abilities and self-employment start-up intentions. The participants of the survey were 209 students of TVET institutions in Nigeria. Using a Bivariate Pearson Correlation Matrix and Simple Linear Regression tests of relationships, the results revealed a significant relationship between TVET students' potential abilities and self-employment start-up intentions. More specifically, the results revealed significant correlations among potential abilities (e.g., creativity and innovation skills, ICT functional literacy and numeracy skills, communication and collaboration skills, critical thinking and problem solving skills) and the intentions of TVET students to venture into self-employment upon graduation. The results also revealed significant correlations among potential abilities (e.g., managerial and leadership skills, flexibility and adaptability skills, lifelong learning and self-direction skills) and the intentions of TVET students to venture into self-employment upon graduation. Contrarily, the results revealed that there is no significant correlations among potential abilities (e.g., social and cross-cultural skills, desirability and feasibility skills) and the intentions of TVET students to venture into self-employment upon graduation. Implications, limitations and logical conclusions were spotted out in the study.

This study plans to look at the perception of TPET (technical and professional education and training) lecturers on the effect of global partnerships in developing students' expertise and abilities to engage in entrepreneurial career and lifelong learning tasks. A structured questionnaire approved by four lecturers was administered to a sample of 158 TPET lecturers, which was randomly selected across universities in South-South Nigeria. The reliability coefficient utilizing the Cronbach alpha was α=.89. A quantitative approach was used in the study by using standard deviation to assess the degree to which participants' responses were clustered around the mean. A one-sample t-test was also used to find the difference in scores between global partnerships and its effects in developing students' expertise and abilities to engage in entrepreneurial career and lifelong learning tasks. The results indicated that global partnerships could influence the development of students' expertise and abilities to engage in entrepreneurial career and lifelong learning tasks based on TPET lecturers' perception. The analysis of hypotheses 1 and 2 demonstrated that global partnerships do not have a significant effect on the development of students' expertise and abilities to engage in entrepreneurial career and lifelong learning tasks. These findings have some practical implications for all major stakeholders of TPET such as the government, families, international donor agencies, and employers.