Chinese Language Curriculum Development for Nigerian Vocational and Technical Schools

Nigerian vocational and technical schools increasingly train students for employment in manufacturing, construction, and service sectors where Chinese companies are significant employers. Equipping vocational graduates with basic Mandarin language competency and Chinese workplace cultural awareness could significantly enhance their employability. This study examines the professional requirements and curriculum design considerations for integrating Chinese language instruction into Nigerian vocational and technical school programmes. A professional curriculum design and needs assessment methodology was adopted, with structured interviews conducted with 30 directors of vocational training institutions in Lagos, Ogun, and Kano States, 20 Chinese manufacturing firm HR managers, and ten Mandarin language curriculum specialists. The study identifies four priority communication contexts for vocational Mandarin instruction: workplace safety communication, basic production instruction comprehension, shift handover communication, and social integration with Chinese supervisors. A competency-based curriculum framework was developed targeting HSK Level 2 as the programme exit benchmark, achievable within a two-semester elective module. The framework emphasises listening and speaking over reading and writing, reflecting the oral communication priorities of manufacturing and construction workplaces. The study concludes that vocational Mandarin instruction tailored to workplace communication needs represents a high-impact, cost-effective investment in Nigerian workforce employability, and recommends its adoption as an elective in the National Board for Technical Education curriculum framework.

Keywords: Chinese language curriculum, vocational education, Nigeria, workplace Mandarin, employability