A COMPARATIVE STUDY OF NBTE-ACCREDITED AND NON-ACCREDITED TECHNICAL INSTITUTIONS IN NIGERIA

A COMPARATIVE STUDY OF NBTE-ACCREDITED AND NON-ACCREDITED TECHNICAL INSTITUTIONS IN NIGERIA

Background of the Study

Technical education plays a crucial role in the development of skilled manpower, which is essential for economic growth and industrialization (Akanbi & Adebayo, 2020). In Nigeria, the National Board for Technical Education (NBTE) is responsible for accrediting technical institutions, ensuring that they meet specific standards of quality in terms of curriculum, teaching, infrastructure, and student outcomes. NBTE accreditation is considered a mark of quality, as it signifies that an institution has undergone rigorous evaluation and has met the required standards for technical education (Eze, 2019).

 

NBTE-accredited institutions are expected to provide a higher quality of education, better facilities, and more competent graduates compared to non-accredited institutions. However, there is a significant number of technical institutions in Nigeria that operate without NBTE accreditation. These non-accredited institutions often have lower fees and fewer entry requirements, making them more accessible to a broader segment of the population (Oladejo, 2021). Despite their accessibility, questions have been raised about the quality of education provided by these non-accredited institutions and the employability of their graduates.

 

The disparity in quality between NBTE-accredited and non-accredited technical institutions raises concerns about the overall effectiveness of technical education in Nigeria. Graduates from non-accredited institutions may face challenges in securing employment due to perceived deficiencies in their training (Ojo & Olayiwola, 2020). This comparative study seeks to explore the differences in educational quality, employability of graduates, and overall outcomes between NBTE-accredited and non-accredited technical institutions in Nigeria.

 

Statement of the Problem

The existence of both NBTE-accredited and non-accredited technical institutions in Nigeria creates a dual system that may perpetuate inequalities in educational quality and employment opportunities. While NBTE-accredited institutions are held to strict standards that ensure the delivery of high-quality education, non-accredited institutions are not subject to the same level of scrutiny (Nwosu & Uzoigwe, 2019). As a result, graduates from non-accredited institutions may not possess the same level of skills and competencies as those from accredited institutions, which could affect their employability and career prospects.

 

This disparity poses a significant problem for the Nigerian education system, as it undermines the goals of technical education and the broader objective of producing a skilled workforce capable of driving economic development (Afolabi & Aborisade, 2018). Furthermore, the existence of non-accredited institutions that offer substandard education could erode public confidence in the technical education system as a whole. This study aims to compare NBTE-accredited and non-accredited technical institutions in terms of their educational quality, the employability of their graduates, and the overall outcomes of their training programs.

 

Objectives of the Study

To compare the educational quality of NBTE-accredited and non-accredited technical institutions in Nigeria.

To assess the employability of graduates from NBTE-accredited and non-accredited technical institutions.

To evaluate the overall outcomes of training programs offered by NBTE-accredited and non-accredited technical institutions.

 

Research Questions

How does the educational quality of NBTE-accredited technical institutions compare with that of non-accredited institutions in Nigeria?

What differences exist in the employability of graduates from NBTE-accredited and non-accredited technical institutions in Nigeria?

What are the overall outcomes of training programs offered by NBTE-accredited versus non-accredited technical institutions?

 

Significance of the Study

This study is significant for several stakeholders, including policymakers, educational institutions, employers, and students. For policymakers, the study provides insights into the impact of accreditation on educational quality and the employability of graduates, which can inform decisions about regulating and improving technical education in Nigeria. Educational institutions can use the findings to assess the benefits of NBTE accreditation and to identify areas for improvement in their programs. Employers can gain a better understanding of the competencies of graduates from different types of institutions, helping them make more informed hiring decisions. Students and their families can benefit from the study by gaining a clearer understanding of the importance of attending an accredited institution and the potential impact on their career prospects.

 

Scope and Limitations of the Study

The study focuses on comparing NBTE-accredited and non-accredited technical institutions in Nigeria. It examines various aspects of educational quality, employability of graduates, and the overall outcomes of training programs. The study is limited to technical institutions within Nigeria and does not include other types of educational institutions or training programs. Additionally, the study is constrained by the availability of data, the willingness of institutions to participate in the research, and the subjective nature of some of the assessment criteria used to evaluate educational quality.

 

Definitions of Terms

NBTE Accreditation: The process by which the National Board for Technical Education evaluates and certifies that a technical institution meets the required standards of quality in terms of curriculum, infrastructure, and student outcomes.

Technical Institutions: Educational institutions that provide specialized training in various technical and vocational fields, preparing students for specific careers.

Employability: The set of skills, knowledge, and personal attributes that make an individual more likely to gain employment and succeed in their chosen career.

 

References

Afolabi, F. O., & Aborisade, R. A. (2018). The impact of accreditation on the quality of technical education in Nigeria. International Journal of Technical Education and Training, 14(2), 45-60.

Akanbi, O. O., & Adebayo, A. A. (2020). Educational quality and employability of technical graduates in Nigeria: A comparative study. Journal of Vocational Education and Training, 20(3), 33-49.

Eze, C. J. (2019). Accreditation and the quality of technical education in Nigeria. Nigerian Journal of Technical Education, 11(2), 22-37.

Nwosu, A. O., & Uzoigwe, C. A. (2019). The challenges of non-accredited technical institutions in Nigeria. Journal of Industrial Education and Training, 13(4), 55-70.

Ojo, K. D., & Olayiwola, S. A. (2020). A comparative analysis of accredited and non-accredited technical institutions in Nigeria. Journal of Educational Development and Policy Studies, 14(2), 89-102.

Oladejo, B. T. (2021). Technical education in Nigeria: The role of accreditation in ensuring quality. International Journal of Technical Education and Employment Studies, 10(1), 29-45.