Vocational and Technical Education Journal

The study investigated education policy for developing and implementing TVET curriculum for students’ relevance in industries. The study answered three research questions and tested one hypothesis. Descriptive survey design was adopted to carry out the research in Owerri Education Zone of Imo State. The population of study was comprised of 28 Technical Educators and 21 Engineering Technology Lecturers from two polytechnics in the zone. There was no sampling due to the smallness of the population. An intact population was used. An 18-item questionnaire tagged, “TVET Curriculum Development and Implementation policy for Continuous Students’ Relevance in Industries”, questionnaire titled (TVET-CDP) was used for data collection; data which was validated by three expects and also trial tested outside the area of the study. The reliability, coefficient of the instrument was 0.85 established using Cronbach Alpha. The questionnaire items were generated from the review of the related literature. The questionnaire were administered individually and collected by the research assistant. Out of 49 copies of the questionnaire administered, 48 of them were completed and returned. Mean and standard deviation were used to answer the three research questions while the null hypothesis was tested at 0.05 level of significance using z-test. Mean of 3.50 or above was considered needed. Result of the study revealed the 6items consideration were needed in the development and implementation of education policy of TVET curriculum, 5 items were the stages involved in the development-revision of education policy of TVET curriculum; 7 items were the practices identified as needed in the implementation of education policy; and there was also no significant difference between Technical Educator and Engineering Technology lecturers. Consequently, it was recommended that competency based Training (CBT) should be employed as the mode of TVET delivery in technical colleges to achieve direct link with under pinning knowledge. At the college of education, polytechnics and university, competency based Education should be instituted that will cater for academics and practical skills among others.

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