Public-private partnerships, technical training and vocational education in Nigerian context: a survey approach

The need to eradicate poverty and unemployment instigated policymakers and corporate leaders to focus on strategies to empower youths with technical or vocational skills to achieve self-reliant livelihoods. Consequently, this article is to evaluate the relevance of public-private partnerships (PPPs) for technical training using survey technique. It builds on institutional theory to examine how PPPs can improve vocational education in Nigerian context. This study is motivated by the need to arouse insights on relevance of PPPs for strategic upgrade of technical training and vocational education in Nigeria. It builds on institutional theory to provide a realistic lens for understanding the strategic relevance of PPPs for technical training in Nigeria. It also anchors on quantitative method and deductive approach to ensure that data collected are descriptively and inferentially analysed. The study uses online questionnaires to obtain primary data from randomly selected 135 students in the study locations. However, these questionnaires are administered at Yaba College of Technology and Federal College of Education (Technical) at Yaba and Federal Training Centre at Ikoyi in Lagos State being the study locations. The findings show that PPPs have a positive relationship with technical training and vocational education. This study concludes that public-private partnerships (PPPs) are positively relevant for technical training and vocational education in Lagos State, Nigeria.