Skills-Based Education Practices and Perceived Employability Competence among Final-Year Undergraduates in Three State-Owned Universities in Ondo State, Nigeria: Lessons from the United Kingdom

Abstract

This study examined the relationship between skills-based education practices and perceived employability competence among final-year undergraduates in three state-owned universities in Ondo State, Nigeria, while drawing comparative lessons from the United Kingdom. A descriptive survey and correlational design were used. Data were obtained from 460 final-year students selected through multistage sampling using the Skill-Based Education Practices and Graduate Employability Questionnaire. Descriptive statistics, Pearson product-moment correlation and multiple regression were used. Documentary analysis was used for the United Kingdom component. Skills-based education practices were significantly and positively related to perceived employability competence (r =.695, p <.001). The six dimensions jointly explained 61.9% of the variance in perceived employability competence (R =.786, R² =.619, adjusted R² =.614), F(6, 453) = 122.87, p <.001. Work-based learning (β =.272), university–industry collaboration (β =.230), vocational and technical skills training (β =.145), practical/project-based learning (β =.136), and entrepreneurship education (β =.122) made significant positive contributions. Career guidance and employability training had a positive but non-significant unique contribution (β =.101, p =.189). The findings indicate the need to strengthen structured workplace learning, employer engagement, practical training and entrepreneurship while improving career development provision. UK practices provide useful principles, but adaptation to Nigerian institutional and labour-market conditions is necessary.