ASSESSING POLICY IMPLEMENTATION AND ENFORCEMENT STRATEGIES FOR TECHNICAL AND VOCATIONAL EDUCATION PROGRAMMES IN RIVERS STATE, NIGERIA
Abstract
This study examines policy implementation and enforcement strategies for technical and vocational education in Rivers State. Although national policies outline clear expectations for curriculum delivery, teacher preparation and skill development, implementation gaps remain widespread. A descriptive survey design was used to assess teachers’ and students’ perceptions across four Government Technical Colleges and seven Government Craft Development Centres. A sample of 532 respondents was selected through proportional stratified random sampling. Data were gathered using a validated questionnaire, interviews and document analysis, and were analysed using mean scores, z-test and t-test statistics at the 0.05 level of significance. Findings showed that most policy provisions guiding technical and vocational education are not effectively implemented in the state. Only the design of technical courses for industry relevance and the provision of practical skills for students were consistently carried out. Other essential policy elements such as teacher training, resource provision and staffing showed low implementation levels. Enforcement strategies were also largely ineffective, with only supervision of staff and students identified as a consistently applied strategy. Hypothesis testing revealed no significant differences in perceptions between teachers and students on policy implementation and between teachers in technical colleges and vocational centres on enforcement strategies. These results indicate systemic weaknesses rather than isolated lapses. Strengthening implementation and enforcement structures is therefore essential for improving training quality and ensuring alignment with national TVE goals.
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Published in HEZEKIAH UNIVERSITY JOURNAL OF HUMANITIES & EDUCATION
ISSN: 917-36977
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