Evaluation of Internship Supervision Quality in Technical Education Programmes in Kwara State

This study evaluates the quality of internship supervision in technical education programmes at polytechnics and technical colleges in Kwara State, North Central Nigeria. Internship supervision bridges institutional learning and industry practice, and its quality has direct implications for the competencies and employment readiness of technical education graduates. Despite the central role of supervision in internship effectiveness, systematic evaluation of supervision quality in Kwara State technical institutions is lacking. A descriptive survey design is used, drawing 120 students who completed internships, 30 institutional supervisors, and 30 industry supervisors from institutions in Ilorin, Offa, and Jebba local government areas. Separate validated questionnaires measure supervision frequency, feedback quality, communication, and overall student satisfaction. Descriptive statistics and t-tests compare institutional and industry supervision scores. Findings are expected to reveal inconsistencies between institutional and industry supervision quality, with institutional supervisors visiting students less frequently than prescribed by guidelines. The study also examines how supervision quality correlates with students self-reported skill development outcomes. Recommendations include a structured supervision protocol with mandatory visit frequency, joint institutional-industry supervisor training, and digital supervision log systems for real-time monitoring. This study contributes to work-based learning quality research in Nigerian technical education and provides practical recommendations for improving internship supervision standards in Kwara State. Keywords: internship supervision, technical education, Kwara State, supervision quality, work-based learning