International Journal of Recent Technology and Engineering (IJRTE) ISSN: 2277-3878, Volume-8 Issue-3, September 2019 3581 Published By: Blue Eyes Intelligence Engineering & Sciences Publication Retrieval Number: C5302098319/2019©BEIESP DOI:10.35940/ijrte.C5302.098319 Abstract: This study considers the procedures for conducting item classification employing Raech Analysis Model. The knowledge of the hierarchy enables lecturers to organize their learning objective and also permits the students to measure their employability. The survey study employs exploratory sequential mixed methods. It was conducted to identify and give the hierarchy of the skills required by Electrical Technology students in Colleges of Education in Nigeria to be employable. The first phase involved 10 electrical experts from Industry and Colleges of Education who were purposely selected. The analysis of the findings obtained using Nvivo 12 led to the second phase which comprised of 104 respondents. The sample also consists of Electrical Technology expert in both Industry and Academics. In order to ensure that all items fit the Rasch Analysis Model, the fit statistics were performed to refine and remove all misfits item. Because, the item was ordinal and ranked, Partial Credit (Rasch) Model was involved in the treatment. A separation index of 3.28 and 5.28 was obtained for the technical and non-technical skills with a reliability of .91 and .97 respectively. The implication is that each group is unique and therefore, the most basic item at the bottom of the hierarchy must be learned before the next higher-order item. Keywords: Employability skills, Hierarchy, Rasch analysis, Structural. I. INTRODUCTION Researchers and the expert world over, are advocating for the study and introduction of employability skills into the course contents of schools curriculum. The course covered by employability has no limit and therefore, Electrical Technology is not an exception. [1]. Notes that the development of the world economy brought about human and capital development. These developments are supported through the provision of skilled human resource impetus that enhances the social-economic status of a country. Therefore, Nigeria as a country, cannot afford to continue to sit back in the global race for technology break-through, and innovations in her quest to solve the problems of hunger and poverty. The problem arose as a result of the lack of relevant skills Revised Manuscript Received on September 15, 2019 * Correspondence Author Sunday Rufus Olojuolawe*, department of Technical Education, College of Education, Ikere-Ekiti, Nigeria. Email: olojuolawerufus4@gmail.com Nor Bt Mohd Amin Fadila, department of Technical and Engineering Education, Universiti Teknologi, Johor, Malaysia. Email: p-fadila@utm.my Adibah Abdul Latif, department of educational foundation, Universiti Teknologi, Johor, Malaysia. Email: p-adibah@utm.my Habibu Aminu Sani, department of Office Technology and Management, Nuhu Bamalli Polytechnic, Zaria. Email: Habibuaminu98@gmail.com Haruna Garba Wase, department of Public Administration, Nuhu Bamalli Polytechnic, Zaria. Email: gwharuna@gmail.com (employability) needed for the world of work by graduates of Higher Institutions. This is more realizable with Electrical Technology students who are a better position to be the engine room of the nation’s growth and development. [2]. Opines that TVET programmes as it is currently implemented in many developing countries are based on the premise that the development of such country’s economic production capacity and employment opportunities can benefit significantly from the levels of knowledge and skills in the nation’s workforce that is being raised. This assumption stresses the proposition that investment in the training programme and Education should raise the productive level of workers. Understanding this, the government of Nigeria described her specialized and professional Instruction program as Vocational and Technical Education (NPE, 2004 revised). VTE, as contained in the Policy document [3], is utilized as a complete term alluding to those parts of the instructive procedure including, broad training, the investigation of advances and related sciences and the attainment of practical skills, knowledge, comprehension, and learning identifying occupational areas of economic and social values. The skills are learned in the Junior and Senior Secondary schools. Technical Colleges are designed to prepare individuals as craftsmen as well as specialists at sub-proficient levels. While graduates of Electrical Technology from Colleges of Education forms the crops of Technical Officers Cadre between the Craftsmen and the Engineers. The absence of non-qualification of these officers necessitated the worries of the employers and the need to bring in foreigners who can fit into the jobs from outside the Country. It has been established that the jobs are there, the human resources sector of the economy lacks the competently trained personnel to fill the vacancies [4]. There is, therefore, the need to develop an employability skills framework the will match Electrical Technology students from Colleges of Education with the competencies required for jobs in this dynamic 21 st -Century. II. ACADEMICS AND EMPLOYERS AS CRITICAL STAKEHOLDERS IN EMPLOYABILITY The reason for the inclusion of Employers, and Academics and in the study was based on the assertions of scholars about the need to have a strong collaboration between the school and the employer [5]–[10]. Equally, the gradual emergence of Technological Unemployment; The 4 th Industrial Revolution which is associated with advanced Structural Classification of Employability Skills Hierarchy using Rasch Analysis Model Sunday Rufus Olojuolawe, Nor Bt Mohd Amin Fadila, Adibah Abdul Latif, Habibu Aminu Sani, Haruna Garba Wase