Policy Brief on enhancing Technical Education in Nigeria

 

Technical and Vocational Education and Training (TVET) in Nigeria is critical for addressing the nation’s skills gaps, reducing unemployment, and fostering sustainable economic development. Beyond economic benefits, TVET has the potential to empower marginalized groups, enhance regional competitiveness, and drive technological innovation. However, challenges such as inadequate funding, outdated curricula, insufficient infrastructure, and regional disparities continue to undermine its effectiveness. This policy brief synthesizes insights from recent high-impact studies, drawing on both local and international examples to highlight systemic gaps, successes, and opportunities for reform. By addressing six key areas such as; funding, curriculum modernization, inclusivity, governance, regional disparities, public-private partnerships, and global benchmarking this brief provides actionable recommendations to policymakers at all levels. The goal is to create a robust, inclusive, and future-ready TVET system that meets the demands of Nigeria’s evolving labor market.

                                         Funding Challenges in TVET

Ojimba (2012), in the paper titled "Challenges in Vocational and Technical Education in Nigeria," highlights inadequate funding as a fundamental problem that affects the quality and efficiency of technical education. The study argues that insufficient budgetary allocations result in poor infrastructure, outdated equipment, and the inability of institutions to offer industry-relevant training. Equally, Adepoju and Adeniyi (2023), in their article "Funding TVET: Global Lessons for Nigeria" published in Elsevier Journal of Education, draw attention to how chronic underfunding undermines Nigeria's ability to compete globally. The authors emphasize the necessity of strategic funding models, including international collaborations and private-sector contributions, to revitalize TVET in Nigeria.  This means that a large percentage of technical education departments in Nigerian universities and colleges lack functional laboratories and workshops. Where facilities exist, they often house obsolete or broken-down equipment, with insufficient funding to modernize or replace them (Ojimba, 2012). This has severely limited the hands-on training critical to technical fields. This also implies that many technical institutions cannot afford to purchase modern educational tools, making it difficult for students to gain skills relevant to the current labor market. This lack of resources contributes to the graduation of under-skilled professionals, which undermines the goal of technical education to equip students for self-reliance and employment. Lastly, it has had an impact on staffing, due to poor funding, many vocational and technical institutions face challenges in recruiting and retaining qualified staff. This has resulted in brain drain, where professionals leave the field for better-paying jobs in industries or abroad

                                           Curriculum Modernization

Eze (2013), in "Reforming Technical Curricula for the Nigerian Workforce," critiques Nigeria's technical and vocational education and training (TVET) curriculum as outdated, failing to meet the dynamic needs of modern industries. Eze advocates for adopting competency-based and modular learning approaches, which emphasize hands-on skills and lifelong learning. An example in Nigeria that reflects this critique is the National Board for Technical Education's (NBTE) efforts to introduce competency-based curricula. Despite these reforms, implementation remains uneven, with many institutions still using traditional methods that are less aligned with industrial requirements. Equally, Lawanson and Okeke (2022), in "Adapting TVET Curricula to 21st-Century Skills in Nigeria," emphasize the need for curricula to address global trends such as digitalization and automation. They propose collaborative reviews involving stakeholders from academia, industry, and government to improve alignment and relevance. The Federal Polytechnic in Kaduna, for instance, has recently revamped its IT-related courses to include modules on coding and software development, illustrating the importance of modernized curricula to bridge the gap between education and industry needs.

                                  Public-Private Partnerships (PPPs)

Diogwu et al. (2007), in "Self-Reliance through PPPs in TVET," highlight the importance of public-private partnerships (PPPs) in addressing resource shortages and aligning skills training with market demands. The Industrial Training Fund (ITF) is cited as a successful model in Nigeria. The ITF collaborates with industries to provide internship opportunities and technical training for students, bridging the gap between classroom learning and real-world skills application. ADB (2023), in "PPP Strategies for Vocational Education in Africa," underscores the role of PPPs in mitigating infrastructural deficits and embedding industry standards into TVET programs. In Nigeria, an example is the American University of Nigeria’s collaboration with local industries, which supports entrepreneurship and vocational skills development for youths in northeastern states affected by insurgency. This demonstrates the transformative potential of such partnerships in addressing regional challenges and skill mismatches.

                                          Inclusivity and Regional Disparities

Olutayo and Bello (2022), in "Bridging Gender and Regional Gaps in Technical Education in Nigeria," discuss how cultural and gender biases limit TVET access, particularly in Northern Nigeria. They propose interventions like gender-sensitive programs and awareness campaigns. For example, the Kano State government, through its Women Development Initiative, has introduced technical training tailored for women, addressing societal norms that often exclude them from technical fields. UNICEF Nigeria (2023), in "Girls’ Access to TVET in Northern Nigeria," highlights initiatives such as the Girls for Girls (G4G) program, which combines mentorship and technical skills training to encourage female participation in male-dominated fields. These initiatives demonstrate the need for tailored programs to address barriers to inclusivity and access, particularly in underserved regions.

                                         Governance and Policy Weaknesses

World Bank (2023), in "Improving Governance in Nigeria’s TVET Sector," identifies weak policy implementation as a critical barrier to progress. They recommend stronger frameworks with periodic monitoring and evaluation mechanisms. A relevant example is the National Skills Qualification Framework (NSQF), designed to standardize skills acquisition across TVET institutions. However, limited enforcement and irregular assessments have hampered its effectiveness. Nwoko (2022), in "TVET Policy Challenges in Sub-Saharan Africa," highlights governance issues such as corruption and a lack of political will as pervasive problems. For instance, the implementation of the National Vocational Qualifications Framework (NVQF) in Nigeria has been slowed by bureaucratic inefficiencies and inadequate funding, further emphasizing the need for robust governance structures.

                                               Global Comparisons and Lessons

Asuquo and Udoh (2023), in "Adapting Global TVET Practices for Nigeria," examine the integration of industry and education in Germany’s dual education system and Singapore’s SkillsFuture Initiative. They argue for adapting these models to Nigeria’s unique context. A promising local example is the Lagos State Employability Support Project (LSESP), which collaborates with industries to train youth in market-relevant skills, showcasing how international practices can be localized effectively. Amadi (2022), in "Comparative Studies of TVET Systems in Africa and Europe," contrasts African and European TVET models, pointing to industry partnerships and government commitment as drivers of success in Europe. In Nigeria, the National Automotive Design and Development Council (NADDC) has initiated partnerships with global automotive companies to introduce modern technical skills training, showing that adopting lessons from international benchmarks can improve TVET outcomes

Actionable Policy Recommendations for Revitalizing TVET in Nigeria

a)     Increase Funding

                 i.          Dedicate 20% of the education budget to technical education, ensuring funds go directly to upgrading facilities and procuring modern equipment.

                ii.          Establish a TVET-specific fund managed transparently by a special committee comprising government, industry, and civil society representatives.

              iii.          Use a pay-as-you-learn funding model, where industries contribute to the funding of specialized training programs in exchange for skilled graduates.

b)     Revise Curricula

                 i.          Transition to competency-based modules that teach skills for high-demand areas such as coding, renewable energy systems, robotics, and basic AI literacy.

                ii.          Develop partnerships with international organizations like UNESCO to pilot curriculum revisions based on successful examples from Singapore and Germany.

              iii.          Conduct annual curriculum reviews with inputs from industry experts to keep content aligned with current global standards.

c)     Strengthen Public-Private Partnerships (PPPs)

                 i.          Offer tax incentives for companies that fund TVET programs or donate equipment.

                ii.          Set up industry co-training centers, like the ITF, to provide direct access to real-world tools and work environments.

              iii.          Establish PPP advisory boards to monitor and guide collaboration, ensuring sustainability and equitable resource distribution.

d)     Promote Regional Inclusion

                 i.          Design region-specific policies like scholarships for students in rural and underserved areas (e.g., the North).

                ii.          Initiate gender-focused TVET campaigns, offering stipends for girls in regions where participation is low.

              iii.          Collaborate with community leaders and NGOs to customize training programs addressing local economic needs, such as agribusiness in rural communities.

e)     Strengthen Governance

                 i.          Create a dedicated TVET task force to monitor policy implementation and recommend timely updates.

                ii.          Incorporate Key Performance Indicators (KPIs) for tracking success, such as graduate employment rates and regional participation levels.

              iii.          Leverage peer learning from other African countries with robust TVET systems, such as Kenya and Rwanda, to improve governance frameworks.

f)      Capacity Building for Educators

                 i.          Mandate yearly training for TVET instructors, focusing on emerging technologies and modern teaching methods.

                ii.          Partner with international institutions like the Technical University of Munich or Singapore Polytechnic to host exchange programs and workshops.

              iii.          Develop national certification programs for educators to standardize teaching quality and recognize excellence.

Implementation Roadmap

Short-Term (1–2 Years): Foundation Laying

a)     Increase budget allocation for TVET:  To achieve this, there is a need to allocate 20% of the education budget to technical and vocational education, targeting procurement of modern equipment and facility upgrades. For instance, Lagos State’s initiatives in refurbishing vocational training centers under the Eko Excel project can serve as a model for other states. Replicate this effort nationwide by conducting an audit of TVET institutions to identify priority needs.

b)     Pilot Curriculum updates in select regions:  This can be done by starting with pilot programs in industries with high growth potential, such as ICT and renewable energy, in urban areas like Abuja and Lagos and rural areas like Kano and Sokoto. For example, the Kaduna State ICT Hub is a good model, where specialized training in technology fields is offered. A similar framework can be applied to include TVET courses aligned with modern industry needs.

c)     Identify Priority Areas for Public-Private Partnerships (PPPs):  This can be done by forming task forces at state and federal levels to liaise with industries, identify mutual benefits, and develop co-financed training programs. For instance, the ITF's partnership model, where companies such as Dangote Group collaborate with TVET institutions for workforce development.

Mid-Term (3–5 Years): Scaling and Expansion

a)     Expand pilot programs nationwide: To do this, use data from pilot programs to refine and expand TVET curriculum revisions and infrastructure upgrades across the country. For instance, adopt the modular system developed in Abuja’s Federal Science and Technical College, which focuses on hands-on skills like carpentry, masonry, and electrical work, and replicate it in other regions.

b)     Establish regional TVET training hubs: This can be done by creating specialized hubs in each geopolitical zone to serve as centers of excellence. For example, the South-South should focus on oil and gas skills; the North-East should focus on agribusiness and renewable energy; the South-West should focus on ICT and entrepreneurship. For example, the Songhai Center in Port Harcourt has demonstrated success as a model for integrating agribusiness training with real-world applications. Each region can develop similar centers tailored to local economic needs.

c)     Operationalize Teacher certification programs the need to establish training academies where TVET instructors undergo mandatory professional development courses annually. For example, the Teachers Registration Council of Nigeria (TRCN) could develop specialized certifications for TVET educators, modeled after Germany’s dual education system training for instructors.

Long-Term (5–10 Years): Consolidation and Monitoring

a)     Monitor and adapt policies based on evidence: This can be done by creating a robust monitoring and evaluation framework at all levels of governance to track TVET outcomes (e.g., employment rates, industry partnerships, and student enrollment). For instance, platforms like Nigeria’s National Bureau of Statistics (NBS) can be leveraged to publish yearly reports on TVET progress, similar to Singapore’s SkillsFuture progress reports.

b)     Aim for self-sustaining TVET systems: This can be achieved through developing frameworks for sustained funding by integrating TVET costs into private-sector budgets and international partnerships. For instance, a model like that of Kenya’s National Industrial Training Authority (NITA) can be followed, which secures funding through a levy on businesses to train skilled workers.

c)     Foster Policy Continuity Across Administrations: the need to enact binding policies that compel the continuity of TVET programs regardless of changes in political leadership. For instance, laws such as the Universal Basic Education Act can be extended to include TVET-specific mandates, ensuring sustained focus across administrations.

Reviving TVET is not rocket science. The first and most critical step is to have a government that acknowledges the problem and demonstrates the political will to follow through with coordinated action at all levels. At the federal level, there is an urgent need to coordinate inter-agency efforts to secure international funding from bodies like UNESCO and the World Bank. Additionally, developing nationwide standards for TVET programs is essential to ensure uniformity in training quality across the country. This will create a benchmark for excellence and drive alignment between TVET institutions and industry needs. State governments, while adhering to federal standards, must take localized steps to address specific regional economic demands. For example, Northern states can focus on agro-processing skills, while Southern states might prioritize ICT and renewable energy. Mobile TVET units should be implemented to reach remote and underserved areas, ensuring equitable access to training opportunities. At the local government level, fostering community-based awareness campaigns will be critical to shifting public perception of TVET from being a "last resort" to a viable, dignified career pathway. Collaborating with local chambers of commerce and industry groups can further promote grassroots engagement and foster meaningful partnerships that directly link training programs to employment opportunities.

Finally, a strong governance framework must underpin these efforts. This includes establishing monitoring and evaluation systems to track progress, ensuring transparency, and holding institutions accountable for results. Additionally, all levels of government must create mechanisms for scalability, ensuring that successful programs can be expanded or replicated nationwide. By focusing on these actionable steps, Nigeria can create a TVET system that is inclusive, sustainable, and capable of equipping its citizens with the skills required to thrive in the 21st century. It is not merely about funding or infrastructure it is about leadership, vision, and the commitment to turn policies into tangible impacts on the lives of Nigerians

@ S. B. Adams writes from Gombe State University

 

References and Links

Ojimba, T. P. (2012). "Challenges in Vocational and Technical Education in Nigeria." African Scholar Publications.

Adepoju, O., & Adeniyi, R. (2023). "Funding TVET: Global Lessons for Nigeria." [Elsevier Journal of Education].

Eze, C. O. (2013). "Reforming Technical Curricula for the Nigerian Workforce." ResearchGate.

Lawanson, T. O., & Okeke, E. (2022). "Adapting TVET Curricula to 21st-Century Skills in Nigeria." [Springer Journal of Technical Education].

Diogwu, G., et al. (2007). "Self-Reliance Through PPPs in TVET." ResearchGate.

Olutayo, A. O., & Bello, I. (2022). "Bridging Gender and Regional Gaps in Technical Education in Nigeria." [SAGE Journals].

UNICEF Nigeria (2023). "Girls’ Access to TVET in Northern Nigeria." UNICEF.

World Bank (2023). "Improving Governance in Nigeria’s TVET Sector." World Bank.

Nwoko, J. N. (2022). "TVET Policy Challenges in Sub-Saharan Africa." African Journals Online (AJOL).

Asuquo, E. E., & Udoh, A. (2023). "Adapting Global TVET Practices for Nigeria." Taylor & Francis Online.

Amadi, C. A. (2022). "Comparative Studies of TVET Systems in Africa and Europe." Emerald Insight Journals.