A Theoretical Framework for Decolonizing Vocational Education Curriculum in Nigerian Technical Institutions

This study developed and validated a theoretical framework for decolonizing the vocational education curriculum in Nigerian technical institutions, drawing on post-colonial theory, indigenous knowledge systems, and critical pedagogy. Nigerian vocational education curricula continue to reflect colonial epistemologies that privilege Western technical knowledge frameworks while marginalizing indigenous craft, agricultural, and artisanal practices that form the backbone of Nigeria's informal economy. The study employed a transformative research paradigm using a multiple case study design across six institutions spanning all geopolitical zones. Data were generated through critical discourse analysis of curriculum documents, in-depth interviews with 30 curriculum scholars and practitioners, and participatory focus groups with 60 indigenous master craftspersons. A grounded theory approach was used to develop the decolonization framework. The resulting framework, the Indigenous-Integrative Vocational Curriculum (IIVC) model, comprises five intersecting domains: epistemological integration, language accessibility, contextual skill validation, community co-design, and technology mediation. The model proposes pathways for systematically incorporating indigenous vocational knowledge into formal TVET while maintaining industry-relevant standards. Validation by a panel of 25 vocational education experts using Delphi methodology confirmed high content validity (CVR = 0.87). The study contributes an original theoretical contribution to the post-colonial vocational education literature in Africa, with generalizability to other formerly colonized nations. Keywords: decolonization, vocational curriculum, indigenous knowledge, theoretical framework, Nigeria.