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University graduates in Nigeria have been reported to be poorly prepared for work in recent years. This has implications on the relevance of university education, the employability and productivity of university graduates. One of the reasons suggested for this condition by previous studies was skill mismatch--a situation where there is a disparity between the skills acquired by students in the universities and the actual skills needed in the labor market. However, not many of these studies have investigated the extent of skill mismatch in Nigeria. This study, therefore, examined the problem of skills mismatch and its prevalence in the Nigeria labor market. The study adopted the descriptive survey research design of "ex-post facto" type. The research was carried out in all the six geo-political zones of the country. Purposive sampling technique was used to select one town per geo-political zone. A total of 600 management staffs were randomly selected for the study. A set of questionnaire titled "Labor Market Demands and Employers Assessment Questionnaire" (r = 0.83) was utilized to elicit relevant information from employers of labor on the current labor market skill demands and their assessment of the performance of recently employed university graduates in 300 organizations (from both private and public sectors). Three research questions were answered and two hypotheses were tested at the significant level of 0.05. Data were analyzed using descriptive statistics, ANOVA (analysis of variance) and t-tests. There was a significant negative relationship between skills demand and supply (r = -0.485; p less than 0.05). The extent of skills mismatch was 60.6% with major weaknesses found in communication, IT (information technology), decision-making, critical thinking and entrepreneurial skills. Analytical skill was the most required skill by the labor market and critical thinking the least. The mean for each of the skills demand was significantly different from its supply. University graduates were not adequately prepared for work with respect to skills demand of the labor market. Nigerian universities are therefore enjoined to inculcate the skills identified as critical but deficient in the graduates. Also, parents should understand the skills demand of the labor market in order to guide their wards appropriately. (Contains 6 tables.)

This article reviewed the case of indecent dressing among the youth of today especially on the universities campuses, which has forced the authorities of those institutions to enact dress codes to stem the tide and restore high moral standards, integrity and decency. Whether this bid was successful or not was another thing which was a function of many factors namely: (1) absence of procedural and legal structures for enforcement and sanctions; (2) weak moral backgrounds from home; (3) lip-service paid to the issue of dress code by the authorities; (4) negative influence of foreign cultures through the moral pollution of the mass media; and (5) the corrupt nature of the society iner-alia. In the view of the fact that this phenomenon portends serious danger to realizing the sincere goals of training reliable, decent-minded, well mannered workforce and leaders for the future, the study recommended that: (1) all hands be put on deck by all the stake holders within and outside campuses to stem the dangerous tide; (2) well designed structures be laid down for enforcing the rules and penalizing non-compliance; and (3) regular counselling programmes be mounted all over the campuses and in the communities utilizing agencies like the parents, the teachers, the religious bodies and the media most especially. (Contains 9 footnotes.)

The use of ICTs in Nigeria and African countries generally is increasing and dramatically growing. However, while there is a great deal of knowledge about how ICTs are being used in developed countries, there is not much information on how ICTs are being used by teachers in developing countries. This study examined Nigeria secondary school teachers' uses of ICTs and its implications for further development of ICTs use in Nigerian secondary schools. The study through census drawn on 700 teachers from twenty five purposefully selected private secondary schools in Ibadan, Oyo state, Nigeria. This comprised 430 males and 270 females. Their age ranged from 25 - 45 years with a mean age of 35 years. A modified instrument tagged Teachers ICT use survey adapted from ICT survey indicator for teachers and staff by UNESCO (2004) and ICT Teachers Survey by New Zealand Ministry of Education MINEDU (1999) were used for the collection of data. The results showed that teachers generally have access to ICTs in their various schools except e-mail and Internet because their schools are not connected. Technical support are lacking in the schools and teachers lack of expertise in using ICT was indicated as being the prominent factors hindering teachers readiness and confidence of using ICTs during lesson. Furthermore, the results show that teachers perceived ICT as being easier and very useful in teaching and learning. For continuous uses of ICTs by teachers, it was recommended among others that teacher training and professional development oriented policies should support ICT-related teaching models that encourage both students and teachers to play an active role in teaching/learning activities. And that emphasis must be placed on the pedagogy behind the use of ICTs for teaching/learning. (Contains 8 tables and 1 figure.)