Curriculum Implementation Challenges Facing Teachers of Technical Education in Senior Secondary Schools in Kano State

This study investigates curriculum implementation challenges facing teachers of Technical and Vocational Education in senior secondary schools in Kano State, North West Nigeria. Technical education has been identified as a strategic pathway for youth employability and industrial development in Nigeria, but significant implementation gaps persist at the secondary school level. The study employs a descriptive survey design, targeting 220 Technical and Vocational Education teachers and curriculum supervisors from schools in Kano Municipal, Fagge, and Tarauni local government areas. Data were gathered using a curriculum implementation challenges inventory validated through a panel of TVET curriculum experts. Mean scores, standard deviation, and one-way ANOVA were applied. The study draws on Tyler's Curriculum Implementation Model and the Concerns-Based Adoption Model. Challenges examined include inadequate workshop equipment, absence of qualified technical teachers, misalignment between curriculum objectives and industry needs, and poor coordination between schools and the National Board for Technical Education. Findings are anticipated to identify equipment shortage and teacher qualification gaps as the most critical implementation barriers. The study also examines how curriculum supervisors perceive and respond to these challenges in practice. Recommendations are directed at the Kano State Ministry of Education, the National Board for Technical Education, and school administrators on infrastructure investment, curriculum-industry alignment, and qualified teacher recruitment strategies for TVET in secondary schools. Keywords: curriculum implementation, Technical Education, senior secondary schools, Kano State, TVET challenges