Micro-Credential Access and Institutional Support as Predictors of Perceived Employability Skills among Final-Year Student Teachers in Zamfara State, Nigeria

Abstract

Background: This study investigates the predictive role of access to micro-credential and perceived institutional support for employability development on the perceived employability skills of the final year student teachers in Nigeria.

Method: The study was correlational research. A total of 1,089 final year students from two public colleges of education in Zamfara State, Nigeria were the population. A structured questionnaire was used to gather data from 276 respondents. Pearson product-moment correlation and multiple regression analyses were used for data analysis.

Findings: There was a significant positive correlation between micro-credential access and perceived employability skills, and between perceived institutional support and employability skills. The findings of multiple regression analysis showed that both predictors significantly accounted for the variations in employability skills, with 55.1% of variance explained. Perceived institutional support was the unique and strongest contribution of the study.

Implication and conclusion: The findings suggest that, for the enhancement of the employability of student teachers, they need to have the opportunity to acquire competencies and they need institutional environment that supports their training. Micro-credentials must be implemented in the colleges of education and the employability support structures must be improved and strengthened to better equip graduates.