Abstract:
The study was carried out to identify the professional and entrepreneurship skill training modules required for the capacity building of teachers and youths in the fish industry in Niger Delta States of Nigeria. Research and Development (R&D) and Survey design were used for the study. The population for the study was 4,503, 898 of the population were sampled. Proportionate stratified sampling technique was used for the sampling. Four sets of questionnaire were used to collect data for the study. Each set of the questionnaire have two categories response scale of required and performance. The required had four points rating scale of Highly Required (HR), Averagely Required (AR), Moderately Required (MR) and Not Required (NR). The performance category had four points rating scales of High Performance (HP), Average Performance (AP), Moderate Performance (MR) and No Performance (NP). The lecturers, extension agents and fish farmers responded to the required category, while the teacher of agricultural science and the youths responded to the required and performance category. Five experts validated the questionnaire, two from the department of Vocational Teacher Education, University of Nigeria. Nsukka, and 3 from the fish industry. Cronbach alpha was used in determining the internal consistency of the instrument. This yielded reliability coefficient of 0.84, 0.79, 0.81 and 0.80 respectively for the four sets of questionnaire. The data collected were analysed using weighted mean, standard deviation and improvement need index (INI) to answer the research question, while t-test statistic and Analysis Of Variance (ANOVA) were used in testing the hypothesis at probability of 0.05. The improvement need index was used in determining the capacity building needs of teachers’ and youths. The findings of the study revealed that 3 skill modules with their 29 skill clusters were require in instruction, 6 entrepreneurship skill modules with their 64 skill clusters were required for breeding and hatching. 6 skill modules with their 74 skill clusters were required for pond construction and management, 7 skill modules with their 74 skill clusters were required for fish preservation and marketing. Teachers of agricultural science required capacity building in 23 skill clusters in instruction; 41 skill clusters in breeding and hatching; 47 skill clusters in pond construction and management; 52 skill clusters in fish preservation and marketing. Youths required capacity building in 37 skill clustered in breeding and hatching; 49 skill clusters in pond construction and management; 39 skill clusters in fish preservation and marketing. There was no significant difference in the mean ratings of the lecturers of agricultural education and teachers of agricultural science on 22 out of 29 skill clusters in instruction in fish farming. There was no significant difference in the mean ratings of the responses of the teachers of agricultural science, extension agents and fish farmers on 22 out of 64 clusters in breeding and hatching; 60 out of 74 skill clusters in pond construction and management; 51 out of 74 skill clusters in fish preservation and marketing. It was recommended that Niger Delta Development Commission integrate the identified and packaged programme in the study into their skill acquisition centres in the Niger delta states for capacity building of youths in fish farming enterprises.
