Curriculum Review and Quality Assurance in French Language Programmes in Nigerian Polytechnics

French language programmes in Nigerian polytechnics operate at the intersection of general education requirements and vocational preparation, yet curriculum review processes and quality assurance mechanisms specific to these programmes remain underexamined in the Nigerian higher education research literature. This study examines curriculum review practices and quality assurance mechanisms in French language programmes at five Nigerian polytechnics across the North Central, South West, and South East zones: Federal Polytechnic Bida, Yaba College of Technology, The Polytechnic Ibadan, Federal Polytechnic Nekede, and Kaduna Polytechnic. A qualitative multiple case study design was employed, with document analysis of programme specifications, curriculum review minutes, and National Board for Technical Education approval correspondence, supplemented by semi-structured interviews with 28 programme coordinators, quality assurance officers, and French faculty members. Results reveal infrequent and irregular curriculum review cycles across all five institutions, with most programmes operating on curricula last formally reviewed over five years prior to the study. National Board for Technical Education accreditation processes were the primary external quality assurance driver, though their focus on resource inputs rather than learning outcomes limited their effectiveness as quality improvement mechanisms. Internal quality assurance processes were largely absent or nominal. The study recommends a sector-specific French language programme quality assurance framework for Nigerian polytechnics, with defined review cycles, outcome-based assessment criteria, and mandatory industry advisory input. Keywords: curriculum review, quality assurance, French language, Nigerian polytechnics, National Board for Technical Education