Critical Examination of Governance Structures for Technical and Vocational Education and Training in Nigeria

This study critically examines the governance structures of technical and vocational education and training in Nigeria, analysing the roles, relationships, and power dynamics among key governance actors including the Federal Ministry of Education, the National Board for Technical Education, state ministries, institutional managers, social partners, and civil society. Governance in TVET is recognised internationally as a critical determinant of system quality and responsiveness. In Nigeria, governance challenges including regulatory fragmentation, unclear role boundaries, weak accountability mechanisms, and limited social partner engagement have been identified as systemic constraints on TVET development. A critical institutionalist theoretical framework is employed, drawing on governance theory, principal-agent theory, and comparative international TVET governance research. Data are gathered through document analysis of governance legislation and policies, semi-structured interviews with 50 key governance actors across federal and state levels, and three institutional case studies. Critical discourse analysis and institutional mapping are used as analytical methods. Findings are expected to reveal governance dysfunction rooted in regulatory overlap, political patronage, weak accountability systems, and marginalisation of industry voices. The study also analyses governance transformation attempts and identifies institutional barriers to reform. Theoretical contributions include a critical governance analysis model for Nigerian TVET and a comparative reflection on international governance reform pathways applicable to the Nigerian context. Recommendations include structural governance reforms at federal, state, and institutional levels. Keywords: governance, TVET Nigeria, National Board for Technical Education, institutional analysis, governance reform