NATIONAL BOARD FOR TECHNICAL EDUCATION (NBTE),
KADUNA, NIGERIA
THE EXECUTIVE SECRETARY
Engr. Dr. Nuru A Yakubu, FNIM,OON
Welcomes
Participants of the Regional Workshop on
Revitalising TVET Provision in the ECOWAS
Region
Website: www.nbte.gov.ng
19th August, 2009
1
Vision
Our Vision is to uphold the ideals of
a free, united and egalitarian society
and promote quality technical and
vocational education
2
Mission
Our Mission is to promote the production of
skilled and semi-skilled, technical and
professional manpower, to revitalize and sustain
the national economy and reduce
unemployment and poverty through the setting
and maintenance of high standards, provision of
current and reliable information for planning and
decision making, sourcing and disbursing of
funds and adequate linkages with industry
3
Mandate
Act 9 of 1977, Act 16 of 1985 and Act 9 of 1993
“… to advise the Federal Government on, and
coordinate all aspects of technical and vocational
education outside the universities….”
4
Mandate
Act 9 of 1977, Act 16 of 1985 and Act 9 of 1993




to determine, after consultation with relevant
bodies, the skilled and middle-level manpower
needs of the country
advise the Federal Government on the financial
needs, both recurrent and capital, of
polytechnics
to undertake periodic review of the terms and
conditions of service of personnel in
polytechnics
to receive block grants from the Federal
Government and allocate them to polytechnics
5
Mandate
Act 9 of 1977, Act 16 of 1985 and Act 9 of 1993

to advise on, and take steps to harmonize
entry requirements and duration of
courses at technical institutions

to lay down standards of skill to be attained
and to continually review such standards as
necessitated by technological and national
needs;
to review methods of assessment of students
and trainees and to develop a scheme of
national certification for technicians, craftsmen,
and other skilled personnel

6
Mandate
Act 9 of 1977, Act 16 of 1985 and Act 9 of 1993




to collate, analyze and publish information
relating to technical and vocational education;
to consider any matter pertaining to technical
or technological education as may be referred
to it from time to time by the Minister;
to carry out such other activities as are
conducive to the discharge of its functions.
7
Mandate
Act 9 of 1977, Act 16 of 1985 and Act 9 of 1993
In addition to the above, sections 8(1) and 8(2) of
Act 16 of 1985, states as follows:

“The responsibility for the establishment
of minimum standards in Polytechnics,
Technical Colleges and other technical
institutions in the Federation shall be
vested in the Minister after consultation
with the NBTE and thereafter the Board
shall have responsibility for the
maintenance of such standards”
8
Mandate
Act 9 of 1977, Act 16 of 1985 and Act 9 of 1993
Act 16 of 1985, continues:
 “The Board shall have power to accredit
programmes of all institutions mentioned
in subsection (1) above for the purpose
of award of national Certificates and
diplomas and other similar awards, and
for entry into national and zonal
examinations in respect of such
institutions”
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SUMMARY OF NUMBER,TYPE AND OWNERSHIP
OF TECHNICAL AND VOCATIONAL EDUCATION
INSTITUTIONS IN NIGERIA
INSTITUTION
TYPE
OWNERSHIP
Federal
State
TOTAL
Polytechnics
Monotechnics
Colleges of Agriculture
Colleges of Health Technology
Other Specialized Institutions
21
38
12
71
17
9
23
19
40
2
1
2
36
50
27
IEIs
Sub-Total
Technical Colleges
VEIs
1
71
19
-
99
152
1
72
87
3
18
73
257
174
19
GRAND TOTAL
90
252
Private
108
450
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The Structure of the Board
The Board is organised into four departments
namely:
◦ Programmes Department
◦ Finance & Supplies Department.
◦ Planning, Research & Statistics
Department
◦ Personnel Management Department
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Units

Executive Secretary’s Office

SERVICOM

Anti-Corruption & Transparency

UNESCO–Nigeria TVE Project

Legal Services
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Major Reform Activities

Institutionalization of Quality Assurance
System in polytechnics, monotechnics,
technical colleges and VEIs & IEIs

Enforcement of carrying capacities in
polytechnics and enforment of 70:30 ratio
in favour of science and technology based
programmes
13
Major Reform Activities
Establishment of Vocational Enterprise Institutions
and Innovation Enterprise Institutions (ROADMAP):
Provide a credible alternative to HE
 Widen Access to TVET
 Provide training in areas that are not in the conventional HE
Institutions
 Private Sector-led TVET Training
◦ So Far 72 IEIs and 20 VEIs Registered
◦ 33 IEIs & 4 VEIs Granted Interim Accreditation
◦ 36 (19NID & 17NVC) Curricula & 3 common courses
developed

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Major Reform Activities
Development of a National Vocational
Qualifications Framework, NVQF
(ROADMAP):

NBTE spearheading the establishment of a NVQF
in collaboration with other stakeholders;
◦ A structure for operations of vocational
qualifications
◦ A system that recognizes skills and competencies
acquired in a variety of ways (formal, informal
and non formal)
◦ Enhances LLL and skills acquisition
◦ A structure which provides for recognition of
skills training in the informal sector and
◦ Recognition of prior learning (RPL)
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Curriculum Review and Re-alignment
So far over 90 curricula at have been reviewed
No of TVE Curricula as at May 2009
S/No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Qualification
Post-HND
HND
ND
NID
Pre-ND
ANTC
ANBC
NTC
NBC
NVC
Total
Number
11
81
61
19
1
40
4
40
4
17
278
16
Development of curricula in new and
emerging fields:
• Prosthetics and Orthotics
• Paralegal Studies (VEIs/IEIs)
• Early Child Care Management (VEIs/IEIs)
• Networking and System Security (VEIs/IEIs)
• Film and TV Production (VEIs/IEIs)
• Graphic Design and Advertising
17
Collaborations and Partnerships





UNESCO: Phase I Completed, Phase II Commenced
Hosting of UNESCO-ILO Regional Workshop &
Formation of WAATVET
ETF: Ongoing interventions e.g. training of
Polytechnic staff on entrepreneurship education,
technical equipment and books for Technical Colleges
among others, provision of surveying and geomatics
equipment
PTDF: Collaboration on Ekowe, Polytechnic; SAIT and
qualifications framework
ITF: Collaboration on Cooperative Education and
qualifications framework
ANAMMCO/IMT: Development and implementation
of industry-linked training in Mechatronics
18
Collaborations and Partnerships

MOUs with Professional Regulatory bodies on joint
accreditation, eg COREN, CPN, TOPREC

AfDB: Implementation of Skills Training &
Vocational
Education Project

CAPA: Capacity building and sharing of resources

World Bank: STEP-B Project

British Council: PMI, Study tour on UK Education system

GTZ : Study tour of German Dual Vocational Education System

NBTI: Technology Incubation Sensitization Workshop
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Other Reform Activities
EDUCATION ROADMAP 2009
◦ 3 Year B. Tech. Degrees in Polytechnics
 Implement the Presidential directives on B. Tech. by
Polytechnics in core competencies
 Curricula to be more robust and Industry-based
 5 Credits at SSCE + ND as a prerequisite for
admission into B. Tech.
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Other Reform Activities
EDUCATION ROADMAP 2009
◦ Establishment of the National Commission for
Polytechnics NCP to replace NBTE and regulate B.
Tech. in the Polytechnics in addition to the ND
◦ Establishment of the Commission for Vocational
Education and Training (COVET) to coordinate
NVQF, Technical Colleges and Other
vocational/industry-based training
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THANK YOU
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