Empirical Analysis of Competency-Based Education and Graduate Employability in Nigerian Technical Colleges

This study empirically examined the relationship between competency-based education (CBE) practices and graduate employability outcomes across technical colleges in Nigeria, with fieldwork conducted in Enugu, Lagos, Kano, and Rivers States representing the four major geopolitical zones. CBE has been advocated globally as a superior framework for vocational training, but rigorous empirical evidence of its employment impact in Nigeria's specific labor market context is limited. The study employed a mixed-methods sequential explanatory design, combining a survey of 450 employers and 600 graduates with qualitative case study analysis of four colleges known for CBE implementation. Structural Equation Modelling was used to test the hypothesized relationships. Results confirmed that CBE implementation significantly predicted graduate employability (Beta = 0.61, p < 0.001), with industry internship integration, formative practical assessment, and competency benchmarking emerging as the strongest mediating variables. Qualitative findings revealed that employer confidence in CBE graduates was significantly higher but contingent on the fidelity of practical assessment. The study recommends that the National Board for Technical Education adopt CBE as the mandatory framework for all accredited technical colleges, develop nationally standardized competency benchmarks by trade area, and establish an employer verification mechanism for CBE certification. These findings make an original empirical contribution to the Nigerian vocational education literature. Keywords: competency-based education, employability, technical colleges, Nigeria, structural equation modelling.