SCHOOL - INDUSTRY CURRICULUM ALIGNMENT IN TECHNOLOGY EDUCATION (BUILDING) IN LAGOS STATE TERTIARY INSTITUTIONS.

TOPIC IS SUITABLE FOR:
1-Building Technology Education
2-Technology Education
3-Vocational and Technical Education
4-Educational Technology

TOPIC: SCHOOL - INDUSTRY CURRICULUM ALIGNMENT IN TECHNOLOGY EDUCATION (BUILDING) IN LAGOS STATE TERTIARY INSTITUTIONS.

TABLE OF CONTENT
Abstract
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Operational Definition of Terms
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.0 Introduction
2.1 Conceptual Review
2.2 Theoretical Framework
2.3 Empirical Studies
2.4 Gap In Knowledge
2.5 Summary Of Review
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Research Design 
3.2 Population of the Study
3.3 Sample Size Determination
3.4 Sample Size Selection Technique and Procedure 
3.5 Research Instrument and Administration
3.6 Method of Data Collection 
3.7 Method of Data Analysis 
3.8 Validity of the Study 
3.9 Reliability of the Study 
3.10 Ethical Consideration
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.0 Introduction
4.1 Presentation of Data
4.2 Analysis of Research Questions
4.3 Test of Hypotheses
4.4 Discussion of Findings
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
5.2 Summary of the Study
5.3 Conclusion
5.4 Recommendations
5.5 Limitations of the Study
5.6 Suggestions for Further Studies
References
Appendix

ABSTRACT
The study focused on  School-industry curriculum alignment in technology education (Building) in the tertiary institutions of Lagos State. It aimed at determining the level of alignment, the perceived necessity of alignment, the barriers to alignment, and the recommended strategies towards sustainable curriculum-industry integration. The descriptive survey research design was employed. The sample comprised Heads of Department (HODs) and lecturers in some of the tertiary institutions in Lagos State that offered programs in Technology Education (Building) and the total was 232. Taro Yamane formula was used to determine the sample size of 147 of which 141 valid responses were received and analysed. Proportionate stratified sampling was used to create a balance in the representation of the institutions. The instrument that was used to collect data was a structured questionnaire that had been validated by experts and tested on reliability using Cronbachs Alpha (0.78). The analysis of data was done using descriptive statistics (mean and standard deviation) and inferential statistics such as Pearson Product Moment Correlation, Chi-square and Logistic Regression. The results showed that there was low match between the curriculum and the industry requirements with majority of the item means being lower than 2.50 cutoff of Research Question One. Nevertheless, the perceived necessity of alignment (mean > 2.50), factors hindering alignment (mean > 2.50), and strategies that can be used (mean > 2.50) had a strong agreement. Hypothesis testing showed a high correlation between alignment and industry needs (r = 0.47, p < 0.000) and high perceived necessity to have alignment (chi 2 = 64.50, p < 0.000) and high factors contributing to alignment (p-values were less than 0.05 on all the variables). Among the recommendations, it is noted that industry experts should be involved in curriculum revision, better financing of the technology infrastructure, industrial training of both staff and students, and upskilling of lecturers by immersing them regularly in industry practices.

CHAPTER ONE
INTRODUCTION (Preview)
1.1 Background of the Study
Tertiary education is globally regarded as the apex of formal academic preparation especially for the role it plays in equipping student with  intellectual and practical capacities required for national development and global competitiveness. With  the wave of  Fourth Industrial Revolution (4IR) in  transformation  global labour demands, (World Bank, 2022) stipulates that  tertiary institutions are expected to  provide adaptive  curricula that is capable of blending academic knowledge with dynamic industrial realities. Ogbuanya (2024) posited that this fundamental due to the dynamic change in different fields of technology. This implies that the needed national development that Nigeria looking may take long to be obtained unless attention is given to Technology Education. 
Ogunlade, Akinbode, & Ayodele, (2021) opined that Technology education is one of the critical pillars of tertiary training, especially within a knowledge-driven economy. As a field, it encompasses a broad array of applied disciplines designed to transmit practical competencies for problem-solving, innovation, and design.  According to Okoro (2021), before the arrival of British colonialism in Nigeria and the establishment of formal educational institution in nineteenth century and the early part of the twentieth century, education in Nigeria were mainly Vocational and Technological in nature. An important function of education was to teach people how to earn a living by becoming expert producers of goods and services. Young men acquired the rudiments of an occupation from their parents or from expert craftsmen to whom they were apprenticed. Technology and Vocational Education ensured that foods and services necessary for the survival of the society were produced. Technology Education also insured that Agricultural skills. Building skills, Medical knowledge and Technical expertise were passed from one generation to another and remained a part of the culture and way of life of the people. 
Significantly, at the heart of tertiary education, the curriculum is a central element in the delivery of courses. Offorma (2021) affirmed that it is a structured set of learning experiences and intended outcomes developed to shape the knowledge, skills, attitudes, and values of learners. A curriculum encompasses not only subject content but also includes pedagogical approaches, assessment techniques, and instructional materials. In technology education, it is essential that the curriculum extends beyond theoretical instruction to incorporate practical training, technical competence, creativity, and adaptability to industry standards. The Nigerian National Policy on Education highlights the need for education to be functional and practice-oriented in order to meet the demands of the labour market (NPE, 2013). Building Technology, as a field within this framework, focuses on the design, construction, and maintenance of infrastructure that supports both urban and rural development. The programme is offered primarily in polytechnics and universities of technology in Nigeria and includes core modules such as architectural design, construction materials, structural analysis, project management, and environmental science.
Recently, the reality within the building industry reveals a sector undergoing rapid transformation driven by digital construction methods, green building technologies, smart materials, and Building Information Modelling (BIM). Contemporary construction firms now rely heavily on software tools for structural analysis, 3D visualization, and project management, alongside expectations for energy efficiency and environmental compliance. Industries are continuously changing, influenced by technology breakthroughs, fluctuations in consumer demands, and growing global concerns (Sima et al, 2024). To remain competitive, companies want a workforce that is not just versatile but also endowed with specialized skills that meet the specific needs of their industry. This difference between the abilities taught at educational institutions and the skills required by companies is commonly referred to as the skills gap. In this environment, vocational education plays a crucial role in addressing the workforce demands of diverse industries by providing practical, hands-on training that fits with real-world job requirements. For vocational education to be genuinely effective, Abubakar & Abdulkadir (2024) opined that it must be tightly matched with the ever-changing needs of the job market. This transformation has heightened the need to ensure that what is taught within classsro0m matches Industry related needs in design thinking, practical application of theories, and familiarity with new construction methods and digital tools. As explained by Curriculum alignment, as a concept, involves the synchronization of educational objectives, content, instructional strategies, and assessments with real-world practices and employer expectations. 
In technology-related courses, alignment further requires continuous industry-academic collaborations to ensure the curriculum reflects current tools, methods, and professional standards (Biggs & Tang, 2011). Numerous global models such as Germany’s dual system and Singapore’s SkillsFuture initiative have demonstrated how synergy between education and industry enhances graduate employability and national development (OECD, 2021). In contrast, Okafor & Nnaji (2021) assert that Nigeria’s approach to curriculum alignment has often remained episodic and reactive, lacking sustained stakeholder engagement and curriculum review mechanisms.
Recent studies suggest that only a marginal proportion of Nigerian technical graduates are industry-ready upon graduation. For example, the National Board for Technical Education (NBTE) found that fewer than 30% of technical graduates possess the practical competencies required by employers (NBTE, 2024). In Building Technology specifically, gaps in software proficiency, safety regulation knowledge, and project implementation practices were identified as critical shortcomings. These revelations substantiates a misalignment between curriculum offerings and workplace realities. It is against this background that this study investigates the extent to which Building Technology curricula in Nigerian tertiary institutions align with industry needs, and the implications for graduate competence and national development.

1.2 Statement of the Problem
Nigeria faces persistent challenges in producing graduates of Technology Education who are adequately prepared for the demands of the modern construction industry. As Abubakar and Abdulkadir (2024) observe, many of these graduates enter the workforce lacking essential practical competencies, familiarity with digital construction tools, and a clear understanding of contemporary project management practices. This gap not only limits their employability but also affects overall productivity and efficiency within the sector. Employers across the industry have repeatedly emphasized the need for retraining newly hired graduates before they can contribute meaningfully to project execution. According to Avis (2023), this problem is common in vocational education systems where academic institutions and industry operate independently, with little collaboration in curriculum development. Nwogu & Olanrewaju (2022) assert that when the content of instruction fails to reflect evolving technologies and methods, students are left with outdated knowledge that offers limited relevance in professional settings. The recurring theme in this dilemma, as both national and international studies suggest, is the absence of meaningful alignment between academic curricula and real-world industry expectations.
As observed by Ademola & Nwachukwu (2022), the root of this misalignment is found in several structural and pedagogical limitations within tertiary education. Many Building Technology programmes still operate with curricula designed decades ago, with limited incorporation of emerging trends such as green building techniques, smart construction technologies, or BIM. Moreover, there is a lack of consistent engagement between academic institutions and industry players in shaping the curriculum and providing relevant exposure to students. Unlike developed countries where industry internships, live projects, and professional certifications are integrated into academic programmes, Nigerian students are often limited to brief industrial training that may not expose them to modern construction realities.
Existing empirical studies across other fields have shown that curriculum relevance has a direct impact on graduate readiness. For instance, in Information and Communication Technology (ICT), Oduro-Marfo and Agyei (2024) found that alignment between course content and evolving digital trends improved graduate productivity and reduced employer retraining costs. In the field of agriculture, Onyemachi and Ibeh (2021) reported that student involvement in on-site agribusiness projects significantly improved post-graduation employment outcomes. In contrast, there is limited comprehensive research exploring the nexus between curriculum alignment and graduate performance in Building Technology with reference to tertiary institutions in Lagos State. 
On this premise, this research is necessitated to bridge the literature gap and provide empirical insight into how well the Building Technology curriculum aligns with industry realities in Nigeria.Ultimately, this investigation aims to recommend practical policy and academic reforms that will reposition Building Technology education in Nigeria toward producing competent, industry-ready graduates.
1.3 Objectives of the Study
The main objective of this study is to examine the alignment between the Technology Education (Building) curriculum in tertiary institutions and the needs of the building and construction industry in Lagos State, Nigeria. The specific objectives are to:
i.Determine whether the existing Technology Education (Building) School Curriculum aligns with industrial needs.
ii.Evaluate the need for the appropiate alignment of Technology Education (Building) School Curriculum with the building and construction industry of Lagos State.
iii.Identify the factors affecting the effective alignment of Technology Education (Building) School Curriculum with the building and construction industry of Lagos State.
iv.Proffer strategies for promoting and facilitating alignment of Technology Education (Building) School Curriculum with the building and construction industry of Lagos State.
OTHER PARTS OF CHAPTER ONE INCLUDE:
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Operational Definition of Terms

CHAPTER TWO
REVIEW OF RELATED LITERATURE (Preview)
This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, recognizes the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps. This chapter, therefore, focuses on the concept of school-industry curriculum alignment, the concept of technology education (building), the relationship between school-industry collaboration and curriculum development, factors influencing curriculum alignment, challenges of school-industry curriculum alignment, and the impact of curriculum alignment on students’ skills acquisition and employability in Lagos State tertiary institutions. The chapter covers the following subheadings:
2.1 Conceptual Framework
2.2 Theoretical Framework
2.3 Empirical Review
2.4 Summary of Literature Review

CHAPTER THREE
RESEARCH METHODOLOGY (Preview)
Research Design: The study adopted a descriptive research design.
Population of the Study: The population of the study comprises  heads of department (HODs) and lecturers in selected tertiary institutions in Lagos State.
Sample Size Determination: The study adopted the Taro Yamane formula to determine a sample size of 147 respondents.
Sampling Technique: The study employed a stratified random sampling technique to select the respondents based on academic ranks and types of institutions.
Research Instrument: The study utilized a self-developed structured questionnaire on a four-point Likert scale as the instrument for data collection.
Methods of Data Analysis: The collected data were analyzed using frequencies, percentages, and mean scores to summarize and present the demographic characteristics of the respondents and their responses. Inferential statistics, such as Pearson correlation, Chi-square test, and logistic regression, were used to test the hypotheses.

CHAPTER FOUR; DATA PRESENTATION AND ANALYSIS
MAJOR FINDINGS (Preview)
The analysis results were presented in tables. Based on the results obtained from the analysis, the following findings are made:

i. The study found that the existing Technology Education (Building) curriculum in Lagos State tertiary institutions does not adequately align with the skills demanded by the building and construction industry, as evidenced by mean scores ranging from 1.97 to 2.20, which are below the acceptance benchmark of 2.50. The corresponding hypothesis test showed a correlation coefficient (r) of 0.09, t-value of 1.06, and p-value of 0.291 (p > 0.05), leading to the acceptance of the null hypothesis.

ii. The study found that there is a significant perceived need to align the Technology Education (Building) curriculum with the building and construction industry in Lagos State, as all six items recorded mean scores above the acceptance benchmark of 2.50, with the highest mean of 3.27 for the importance of curriculum alignment in producing employable graduates. The corresponding hypothesis test showed a Chi-square value of 64.26, degree of freedom of 1, and p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis.

iii. The study found that inadequate funding, limited industry exposure for lecturers, bureaucratic delays, weak school–industry partnerships, shortage of practical training opportunities, and institutional resistance to change are significant factors impeding effective curriculum alignment, as all six items recorded mean scores above the acceptance benchmark of 2.50. The corresponding logistic regression analysis showed that all six factors were statistically significant, with p-values ranging from 0.003 to 0.016 (p < 0.05), leading to the rejection of the null hypothesis.

iv. The study found that curriculum co-design with industry experts, compulsory industrial attachments, professional training for lecturers, industry–academia workshops, regular curriculum reviews, and the establishment of advisory boards are viable strategies for promoting sustainable school–industry curriculum alignment, as all six items recorded mean scores above the acceptance benchmark of 2.50, with the highest mean of 3.26 for curriculum co-design with industry experts.

CHAPTER FIVE:  SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter covers the following outline:
5.1 Introduction
5.2 Summary of the Study
5.3 Conclusion
5.4 Recommendations
5.5 Limitations of the Study
5.6 Suggestions for Further Studies

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