Exploring management support and financial resource availability in implementation of technical and vocational education and training policy in Nigeria

Abstract

This study explores the roles of school teachers in the implementation of technical and vocational education and training policy in Nigeria. Their role in implementing the Technical and Vocational Education and Training (TVET) programin Nigeria has received little attention. Policy implementation is the next activity afterpolicy making. It is a process that translates ideas into actions. However, unfortunately,attention is not given to such a crucial stage. There are excellent and well-formulated policies but ineffectively implemented. As a result, it leads to a broader gap between policy intent and its implementation. TVET is established to nurture and produce job-ready graduates for industries. This study employs a qualitative method that seeks information from policy documents and interviews among school teachers. A purposive sampling technique was used to select participants, the number of participants was based on the data saturation point. The interview was audio-recorded,transcribed, and analysed using thematic analysis. NVIVO 12 qualitative analysis software was used to analyze the data. The paper and pencil coding method was also used for the analysis. The study was based on a sole case study that was conducted onthe roles and responsibilities of school teachers in implementing TVET policies in Nigeria. The central theme obtained from the data was the awareness of TVET policy documents. Majority of the participants were aware but did not border to go through the policy document. Other participants showed concern that the policy focused on nurturing graduates with specific skills which did not allow career expansion. Responsibilities of school teachers in the implementation of TVET policy involved teachers’ engagement in implementing this policy and their understanding on the document policy. This study has developed a framework of responsibilities of school teachers which suggests that management support, financial resource availability, and school teachers’ responsibilities lead to the implementation of vocational and technical education that nurturesjob-ready graduates. As the implementation of TVET policy has not been successful in Nigeria, this study provides evidence on the need of future school teachers’ involvement in implementing the TVET policy to prevent TVET graduates from being unemployed in Nigeria.