Coordination of Vocational Education Between Secondary Schools and Technical Colleges in Kogi State

This study examined the coordination of vocational education programmes between secondary schools and technical colleges in Kogi State, North Central Nigeria. A coherent progression pathway from secondary-level vocational education to technical college training is essential for developing cumulative skills and maximizing investment in vocational learners, yet inter-institutional coordination in Nigeria is often weak and fragmented. The study used a descriptive survey design, collecting data from 80 secondary school vocational teachers, 60 technical college instructors, and 30 education administrators across six local government areas. Instruments included a coordination assessment questionnaire and institutional policy document review. Findings showed that there was minimal curricular alignment between secondary vocational subjects and technical college programmes, limited mutual recognition of prior learning, and no formal articulation agreements between institutions. Students transitioning from secondary school reported having to repeat foundational vocational content at the technical college level. The study recommends that the Kogi State Ministry of Education establish a joint technical curriculum committee comprising representatives from both institutional levels, develop a formal recognition of prior learning framework, and publish a state-wide vocational education progression policy. Regular inter-institutional staff exchange programmes should also be piloted. These findings address the systemic coordination gaps that undermine efficiency and quality in Nigerian vocational education pathways. Keywords: vocational education coordination, secondary schools, technical colleges, Kogi State, programme articulation.