Comparative analysis: Nigeria TVET and United States CTE system

Abstract

The purpose of this Study was to identify what a highly developed and a lesser developed nation can learn from each other's TVET/CTE systems. The study aims to contribute to better understanding of both Nigeria's TVET and the United States CTE systems, to positively affect their effectiveness and to equate the United States (U.S.) with Nigeria. Select states were employed as a representative of the U.S. The literature review was employed in the process of selecting the states. The states of Wisconsin, Minnesota, Illinois, and Michigan were determined to represent the U.S. based on attributes inclusive of social, political, economic, geographic attributes that describe TVET/CTE systems as they apply to the U.S. and Nigeria. Key findings indicate that Career and Technical Education in the United States and Vocational Education and Training in Nigeria share similarities and differences. Both struggle with drawing students into them. Both indicate the need and perceive funding challenges and in preparing for needed occupations. The U.S. and Nigerian systems are challenged with student access to the institutions from a geographic perspective. Finally, it becomes apparent that issues and opportunities in preparing individuals for the workforce differ based on the level of economic development the systems reside in.