Evaluation of Computer Science Curriculum Alignment with Industry ICT Skill Requirements at Polytechnics in Benue State, North Central Nigeria

Curriculum alignment between polytechnic ICT programmes and the skill requirements of industry employers is essential for graduate employment readiness, and the degree of this alignment in North Central Nigerian polytechnics has received limited empirical attention. This study evaluates the alignment between computer science and ICT curriculum content at polytechnics in Benue State and the skill requirements expressed by regional technology employers. A mixed-methods comparative design was applied to curriculum documents from two federal polytechnics in Makurdi and twenty employer organisations in the Benue State technology and telecommunications sector. A skills demand survey was administered to HR managers at the twenty employer organisations, while curriculum content analysis used a competency framework aligned with the World Skills ICT competency taxonomy. Descriptive statistics and gap analysis were applied in SPSS. Available ICT curriculum literature from North Central Nigeria identifies outdated programming language instruction, limited practical project-based learning, and insufficient cybersecurity and data analytics content as the most significant curriculum-industry gaps. The Competency-Based Education Framework and the Industry Needs Assessment Model provide the analytical reference. Findings reveal a 38 percent average curriculum-industry alignment score, with data analytics, mobile application development, and cloud technologies as the highest demand skills most significantly underrepresented. Recommendations address NBTE curriculum revision cycles, employer advisory board integration in polytechnic curriculum governance, and industry-sponsored practical training modules. Keywords: curriculum alignment, ICT skills, polytechnic, Benue State, North Central Nigeria.