Perceived Benefits and Challenges of Technical and Vocational Education Reforms in Edo State

This study examines the perceived benefits and challenges of technical and vocational education reforms in Edo State, South South Nigeria. Nigeria has undertaken several waves of reform in technical and vocational education over the past decade, including curriculum revisions, infrastructure investments, and new National Vocational Qualification frameworks. The degree to which these reforms have produced tangible improvements in Edo State remains unclear. A descriptive survey design is adopted, engaging 200 teachers, 30 administrators, and 50 education ministry officials from institutions in Benin City, Etsako, and Orhionmwon local government areas. A researcher-designed questionnaire with validated items captures perceptions of reform benefits and implementation challenges across dimensions including curriculum quality, institutional capacity, stakeholder engagement, and sustainability. Descriptive statistics and Kruskal-Wallis tests compare perceptions across respondent groups. Findings are expected to reveal that while reforms are generally viewed favourably in terms of intent, implementation is constrained by bureaucratic delays, insufficient resource allocation, inadequate teacher preparation, and weak monitoring systems. The study also explores how political transitions affect reform continuity. Recommendations include independent reform monitoring units, teacher ownership of reform processes, multi-year implementation plans, and sustained stakeholder engagement at the school and community levels. This study contributes to educational reform evaluation in Nigerian vocational education and provides an evidence base for more effective reform design and implementation strategies in Edo State. Keywords: VTE reform, perceived benefits, challenges, Edo State, vocational education