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The study considered extending the technology acceptance model in learning-management-systems in [technical and vocational education and training] TVET: The impact of vocational educators gender, experience and perception. A mixed research design was adopted for this study with 1314 TVET educators as the population. A sample of 386 respondents comprising of 234 and 152 vocational educators from federal and state institutions were selected based on Taro Yamene's formula afterwards, proportionate sampling technique was used to determine the number of the vocational educators for each institution. The result of the study revealed that vocational educators in Enugu and Anambra States of Nigeria perceived [learning management system] LMS as a credible ICT tool that supports the teaching of TVET courses and enhances the transfer of TVET skills to TVET students. The path analytical results revealed that lecturers' characteristic (experience) has full mediation effects between the LMS skills possessed and level of LMS usage. Based on the findings of the study, it was recommended among others that The TVET educators should adopt LMS in teaching and learning of TVET courses in Nigerian tertiary institutions.

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Business and occupations are becoming more reliant on cognitive-capacity of workers who are well grounded in critical thinking skills. This study is, therefore, focused on the enhancement of critical thinking skills of vocational and adult education students for entrepreneurship development in Nigeria. Two research questions and two hypotheses guided the study. Four hundred and eighteen lecturers in vocational and adult education programmes in universities in South-Eastern Nigeria made up the population for the study. Descriptive survey research design was adopted for the study while 32-item structured questionnaire and focus group discussion were used for data collection. The questionnaire was face-validated by experts. Cronbach Alpha reliability technique was used to ascertain the internal consistency of the questionnaire which yielded a coefficient of 0.78. The data collected with the 418 copies of questionnaire administered and returned were analysed using mean and standard deviation to answer the research questions, while t-test statistic was used to test the null hypothesis at 0.05 level of significance. It was found that the ability to analyse, evaluate and challenge assumptions, information and opposing point of view are essential critical thinking skills required by students. The study also identified many strategies for enhancing critical thinking skills of students to include: debate and group discussion; solving numerical problems and puzzles, among others. Based on the findings of the study, the researchers recommended that capacity-building programmes should be organized regularly for lecturers for them to teach students critical thinking skills effectively.

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