Quality assurance in Nigerian technical and vocational education and training institutions: strategies for improvement

Abstract

Technical and Vocational Education and Training (TVET) has become increasingly important in meeting the needs of the global workforce. The objective is to examine some activities that promote quality assurance in TVET institutions and recommend solutions to any challenges. A hundred and fifty questionnaires were administered only 50 responses were returned. Descriptive statistics was used to analyse the data collected. Results showed that the National Board for Technical Education curriculum is not reviewed regularly and the time span for the review varies from department to department. Also, local content is integrated into the NBTE curriculum. TVET institutions take accreditation seriously, all programmes for departments surveyed are accredited. 96% of the academic staff give feedback to students after continuous assessment and examination. Some equipment for students’ practical are obsolete. TVET trainers do not attend conferences/workshops/seminars as regularly as expected due to lack of sponsorship. Most departments do not conduct industry needs assessment and about 90% are not in partnership with any industry for curriculum enhancement nor job placement. The study concludes, curriculum review should be done at least once in two academic sessions with more emphasis on local content. For quality assurance the accreditation pattern should be improved upon. Also, feedback mechanism must be improved. The obsolete equipment needs to be replaced through increased funding for TVET institutions. For continuous professional development, conspicuous allowance should be provided for TVET trainers for conferences/workshops/seminars. Invariably, ccollaborative curriculum development with the industries is a key to entrepreneurship, and relevance in the work environment.