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Technical Vocational and Technical Education (TVET) has the potential to influence the labour market and transform the economy resulting in an improvement in the advancement of careers. This study assesses the potential of TVET to influence the labour market using the opinions of conferees. The study employs an integrative multi-method approach with a descriptive survey and focus group discussion. A structured questionnaire was used to collect data from 153 conferees using self-selection, non-probability sampling technique. Descriptive statistics of percentages and mean were used to analyze the data collected. Furthermore, the Keiser-Meyer-Olkin (KMO) measure of sampling adequacy gave [Measurement System Analysis] MSA of .948; Bartlett's Test of Sphericity showed p-value of 0.000, necessitating a factor analysis. The Kruskal-Wallis H Test was used to determine the statistical differences in the responses. Results revealed a gradual balance of gender in TVET with 53 per cent female and 47 per cent male; among the 99 per cent employed in diverse sectors, only 18 per cent (28) created jobs by themselves. Although there was coherence in agreement to TVET potentials, some respondents disagreed that TVET leads to good career opportunities. Findings show underlying strategy groupings to improve potential, in line with the focus group analysis, include: quality and upgraded learning environment, teachers and labour market information; relevant technical and employability skills, and established gender equality standards.

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Elementary Structural Design (ESD) is a subject through which technology education students learn about the problems and behaviour of structures under the effect of different types of forces. At the college of education level in Nigeria, ESD is a compulsory course for all the students undergoing technical education teacher preparation for the award of the Nigerian Certificate in Education (NCE) in Nigeria. The purpose of this study was to investigate the effect of fixed vs floating facilitator approaches of Problem-Based Learning (PBL) on students' achievement and interest in ESD. The design was quasi-experimental with a pretest-posttest nonequivalent 2 x 2 factorial design. The participants (78) were randomized to treatment conditions. The researchers conducted a repeated-measures analysis of variance and univariate analysis of variance to compare changes across the treatment groups.

Results show that using the fixed facilitator model of PBL approaches is more effective in improving students' achievement, while both models increase students' interest in ESD. Also, the study revealed that there was no influence attributable to gender on students' achievement and interest in ESD. Hence, the fixed facilitator instructional model was advocated for technical teachers to foster students' achievement and interest in ESD in Nigeria.

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