Competency Assessment Systems in Technical and Vocational Education and Training in Borno State

This study evaluates competency assessment systems currently in use in technical and vocational education and training institutions in Borno State, North East Nigeria. Competency-based assessment is increasingly recognised as more aligned with industry standards than traditional examination-based approaches, as it measures what students can actually do rather than what they can recall. Despite growing policy endorsement, the degree to which institutions in Borno State have adopted rigorous competency assessment practices remains unclear. A descriptive survey design is employed, drawing 60 vocational programme coordinators, 80 assessors, and 20 NBTE representatives from technical colleges and training centres in Maiduguri, Biu, and Chibok local government areas. A structured questionnaire and document analysis assess assessment design, validation processes, assessor training, and outcome recording practices. Findings are expected to reveal a mixed system where traditional examination and competency-based elements coexist inconsistently, with assessors lacking standardised training and tools. The study also examines the role of conflict-related disruptions in assessment continuity. Recommendations include a unified competency assessment framework for all TVET institutions in Borno State, assessor certification programmes, and digital assessment record-keeping platforms. This study contributes to TVET assessment research in conflict-affected settings in Nigeria and provides a foundation for quality assurance reform in Borno State vocational institutions. Keywords: competency assessment, TVET, Borno State, assessment systems, vocational education