Policy Change Implementation Strategies And Goal Achievement In Technical Colleges In South- West Nigeria

Education policy change is intended to improve the education system. The Technical and Vocational Education and Training (TVET) policy as adopted by the federal ministry of education in Nigeria is structured on three major goals believed to ameliorate economic challenges. The accomplishment of these however, depends on the effectiveness of its policy implementation strategies. This study therefore investigated policy change implementation strategies and goal achievement in technical colleges in South-west, Nigeria. The objectives were to examine: (i) the level of principals’ and teachers’ awareness of TVET policy changes; (ii) principals’ adoption of TVET policy implementation strategies as stated in policy documents;(iii) the resource availability to develop skills in technical colleges; (iv) the extent of principals’ achievement of TVET goals in technical colleges in South-west Nigeria; and (v) the relationship between policy change implementation strategies and goal achievement in technical colleges in South-west, Nigeria.rnThe research was a correlational survey type. It adopted a multi-stage sampling technique. Stratified sampling technique was used to select state-owned technical colleges. Simple random sampling technique was then used to select four out of the six states in South-west, Nigeria. Respondents in the technical colleges were classified as administrative (principals and vice-principals) and instructional (teachers). Adopting census method, all the 21 principals, 47 vice-principals and 626 teachers were sampled. Six researcher-designed instruments were used for data collection. These were two content-validated questionnaires entitled Policy Change Implementation Strategies Questionnaire (PCISQ), Goal Achievement in TVET Questionnaire (GATVETQ) with reliability coefficients of 0.68 and 0.81 respectively; Students’ Academic Performance Inventory in NABTEB, Resource Availability Checklist (RAC), Skills Acquisition Observation Checklist (SAOC) and unstructured interview. Percentage, means and rank order were used to answer the research questions, while linear Multiple Regression Analysis and Pearson’s Product Moment Correlation statistics were used to test the hypotheses at 0.05 significance level. rnThe findings of the study were that:rni) principals (96 %) and teachers (98.8 %) were highly aware of policy changes in TVET;rnii) principals did not fully adopt TVET policy implementation strategies as stated in the policy document (funding = 1.96; counselling = 2.19; staff capacity building = 2.47); rniii) resources were available but were inadequate to train students to acquire relevant skills in most colleges (180, 47%).rniv) TVET goals have not been fully achieved in technical colleges in South-west, Nigeria (manpower production =52%, entrepreneurial skills development =33%, practical skills acquisition = 62.3%); andrnv) there was a significant relationship between policy change implementation strategies and goal achievement in technical colleges in South-west, Nigeria (F (6,564) =25.947 p < .005, .217).rnThe study concluded that inability to fully adopt TVET policy change implementation strategies was due to poor funding to acquire adequate training resources which was the major reason why TVET goals have not been fully achieved in technical colleges. Based on the findings, it was recommended, that principals should make efforts to reach out to the alumni, public-spirited philanthropists, Government, and Non-governmental organisations to assist in the provision of training resources for students.

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