Dr Richard Ayuh Ojini, Bassey Mine Bassey, Archibong James Essien, Okon David Etim & Ojei Charles Uka
Abstract
This study evaluates the vocational skills acquired by disabled students in the University of Calabar, Nigeria, with the aim of determining the types of skills gained, the challenges encountered during training, and the relevance of those skills to current labour market demands. Using a descriptive survey research design, data were collected from 120 students with disabilities across the Faculty of Educational Foundation Studies, Faculty of Science Education, Faculty of Arts and Social Science Education, and Faculty of Vocational and Entrepreneurial Studies using structured questionnaire. The data were analyzed using frequency counts, percentages, and mean scores. Findings revealed that while many students with disabilities had access to vocational training programmes such as computer operation, tailoring, and hairdressing, barriers such as lack of assistive tools, inaccessible facilities, and insufficient funding hindered their full participation. Additionally, although students with disabilities viewed their skills as moderately relevant to self-employment and market demands, employer interest remained low. The study concludes that institutional and systemic gaps limit the effectiveness of vocational education for students with disabilities. It recommends targeted funding, inclusive infrastructure, and partnerships with employers to enhance vocational outcomes for students with disabilities.