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

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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. Development Economics Other Public Policy Public Administration Social Policy Public Technical Private Vocation Partnerships Education Introduction Strategic eradication of poverty and unemployment has influence on policy agenda of policymakers and institutional leaders for education development. Policymakers and stakeholders have roles to play in empowerment of youths with technical skills to become self-reliant. Previous policy debates in developing nations focused on implementation of the Sustainable Development Goals (SDGs) via quality technical and vocational education (Ulebor, 2025; Cai and Kosaka, 2024; Arimoro, 2017; Allais, 2020c). Policymakers are becoming focused on giving Nigerians access to quality technical training and vocational careers to foster productivity and innovative ideas among them. Nigerian education system does not sufficiently focus on technical training due to over-reliance on traditional education model. Researchers (Dumbiri and Nwadiani, 2020; Edokpolor and Imafidon, 2017) focused their studies on why policymakers and stakeholders in Nigeria view technical and vocational subjects as elective options. Past authors (Oluwafemi, 2025; Imouokhome, 2023; Okwelle and Wordu, 2014) linked demotion of technical and vocational students in Nigeria―by parents, employers and society―to obsession with conventional certifications. Primary challenges of vocational colleges and technical schools in Nigeria are infrastructural deficit and lack of political will. Policymakers and stakeholders supported adequate provisions of technical training and vocational education to different classes of Nigerians through strategic collaboration (Oyekola and Ogunsuji, 2020; Maigida, 2014; Olabiyi et al., 2014). Technical courses or vocational subjects can be adequately delivered to Nigerians by strategic partnerships among public and private stakeholders in order to trigger sustainable development through critical thinking. Public-private partnerships (PPPs) represent a strategic approach to attract investments into technical training and vocational education in Nigeria. PPPs can allow increase funding by government institutions and private entities to collectively upgrade the quality of facilities in technical schools and vocational centres (Young and Hordern, 2022; McGrath et al., 2020; Ajufo, 2013; Bakri and Zakaria, 2018). Training of Nigerians in carpentry, electrical installation, floor cladding or painting among others requires modern facilities in technical schools and vocational centres. Strategic upgrade of TVET in Nigeria is attainable through partnership between public and private actors. However, this study seeks to answer the following question: RQ1: What is the relevance of PPPs for technical training and vocational education in Nigerian context? Empirical Perspectives Analysis of Relevance of PPPs: Debates on socioeconomic relevance of PPPs for growth of technical skills and vocational knowledge in Nigeria gained currency among policymakers, industry leaders, and education specialists in recent years. Conceptual research of Cai and Kosaka (2024) conceived PPPs as a strategy used by governments to attract industry leaders to donate learning equipment, training materials, and laboratories for technical subjects and vocational courses. Researchers (Allais, 2020c; Nayak, 2019) viewed PPPs as an innovative approach to attract Nigerians to enrol in technical and vocational disciplines. To foster job creation, government is focusing on reforming TVET curricula to seamlessly empower Nigerians with employable skills. Past authors (Omotayo, 2023; Oviawe, 2018) thematically confirmed that modern tools for technical and vocational studies are sufficiently delivered through strategic partnerships among policymakers, industry leaders, and employers of labour. For instance, National Board of Technical Education (NBTE) often partner with private consultants to design vocational training programmes aimed at boosting technical proficiency of students. In 2023, the Federal Ministry of Education partnered with the World Bank to deliver technical training and vocational education with a view to empowering 50,000 Nigerian youths with digital skills (Enyia and Emelah, 2023; Oviawe, 2023). Notably, this PPP project was targeted at reducing over-dependence on government to provide white-collar jobs for Nigerians. Federal Government of Nigeria (FGN) cooperated with Dangote Group in 2013 to empower Nigerians using technical and vocational courses. Thematic review of Imouokhome (2022) confirmed that PPPs led to establishment of Dangote Academy to offer training in fields of mechanical engineering, digital technologies, electrical/computer engineering, industrial automation and other technical courses to several Nigerians. According to Mack (2024), PPPs often encourage redesign of curricula and syllabuses for technical training and vocational education using models that align with industrial operations and demands. Public-Private Partnerships and Technical Training: PPPs play vital roles in attracting development finance into revitalisation of technical colleges and polytechnics to empower Nigerians with industry-related skills. PPP projects can be leveraged to give Nigerians industry orientation via effective resource allocation and curriculum redesign (Oyekola and Ogunsuji, 2020; Udoudo and Usoro, 2015). For instance, PPP investments in Nigeria’s technical education institutions should be allocated to manufacturing, construction, and information technology courses. To promote technical training in Lagos State, the government attracted private partners with coherent policies to increase their participation in developing skilled workforce who can contribute to economic and industrial growth. Past authors (Oluwafemi, 2025; Omotayo, 2023) conceptually theory viewed PPPs as a strategic approach to positively change technical training landscape of Lagos State and Nigeria. Since 2020, PPPs had empowered Lagos State Government to mobilise expertise, professionalism and finances of private sector into state-owned technical schools (Oluwafemi, 2025). Similarly, the FGN is expected to formulate policies to attract infrastructure grants and supports from private companies. PPPs can serve as institutions tools to upgrade training facilities, laboratories, galleries and workshops in Nigerian technical schools. PPPs serve as a symbolic opportunity for government to empower Nigerian graduates with employable skills or entrepreneurial competences (Oluwafemi, 2025; Enyia and Emelah, 2023). PPPs offer opportunities to public technical schools to introduce skill acquisition programmes to support students’ transition into job markets. As a result of PPP interventions, Yaba College of Technology and Lagos State Polytechnics State are leveraging digital platforms, online learning, and certification programmes which are training methodologies introduced by private firms (Imouokhome, 2022; Omotayo, 2023). PPPs encouraged bursaries, scholarships, study grants, and awards from Dangote Group, MTN Nigeria, and Access Bank among others to integrate residents in underserved regions of Lagos State into technical education. Public-Private Partnerships and Vocational Education: The primacy of PPPs in transforming vocational education in Nigeria is rarely discussed in literatures of development finance and economics. Ulebor (2025) qualitatively analysed how PPPs can efficiently boost entrepreneurial capabilities of Nigerians via vocational studies. In 2021, Bank of Industry established the vocational study centres in Lagos State to expand access to entrepreneurial studies. Vocational education is vital to adequately equip Nigerians with practical skills and knowledge to create employment. Relevance of PPPs as a reliable measure for mobilising and allocating resources to upscale vocational training infrastructures is theoretically analysed by Imouokhome (2022), Mack (2024) Nayak (2019) and Ajufo (2013). PPPs offer opportunity to mitigate budget constraints which might constrain upgrade of existing vocational facilities and learning curriculum. Strategic partnership between public and private sectors is expected to accelerate flows of development finance into advanced technologies to substantially upgrade the quality and standards of vocational training centres. Olabiyi et al. (2014) aligned with dynamic capability theory to evaluate the roles of PPPs in empowering and exposing Nigerians to new capabilities via apprenticeships, internships, and on-the-job training. PPPs ensure that Nigerians are trained with industry-related courses to prepare them for new roles in national development. In 2022, Nigerian Export Promotion Council and National Information Technology Development Agency partnered with diverse private enterprises to acquire digital tools that can boost relevance of vocational education in youth development policy of Nigeria (Omotayo, 2023). PPPs are necessary to redesign the curricula of vocational education to align with economic and industrial demands. Oviawe (2018) disclosed positive relationship between PPPs and vocational education. PPPs foster tangible opportunities to integrate rural regions in Nigeria, without access to formal education facilities, into vocational training system. PPPs can support processes for procuring e-learning platforms, digital facilities, and practical study guides for vocational training centres in Lagos State. Theoretical Perspectives Institutional Theory: This theory provides a realistic lens for understanding the strategic relevance of PPPs for technical empowerment (Young and Hordern, 2022; McGrath et al., 2020). Institutional theory allows succinct evaluation of influence of formal structures, informal norms, regulations, and cultural prospects on revitalisation of technical institutes and vocational schools. Institutional theory is perceptibly adopted, in this study, to concisely explain how regulatory frameworks shape implementation of PPP projects to upgrade technical training and schools in Nigeria. Rationale for using institutional theory is to validate primary roles of bureaucratic, regulatory, and political institutions in attracting PPP investments to develop training materials and facilities of technical and vocational institutions in Nigeria. Institutional environment of Nigeria is conceived by Okwelle and Wordu (2014) as constraints to accountability mechanisms, regulatory capability, transparency criteria and stakeholder confidence to attract PPP projects into technical colleges and vocational schools. Weak institutional arrangements can arouse corrupt practices that are discouraging private investments in Nigeria’s technical and vocational institutions. Put differently, institutional incapabilities can complicate the complex challenges of technical training or vocational courses in Lagos State. McGrath et al. (2020) adopted literature review to explain why technical training has become unattractive to many Nigerians. Primary challenges of technical training in Nigeria are linked to out-of-date curricula, insufficient funding, inadequate competences and poor quality of teaching. Institutional theory is relevant for justifying the roles of governance structures, accreditation processes, and public-private collaboration in improving the quality and relevance of technical and vocational studies. Strong institutions are necessary to create unique frameworks for technical training and vocational education in Nigeria. Past authors (Oluwafemi, 2025; Maigida, 2014) agreed that Nigeria’s policy institutions require adequate empowerment to instigate regulatory consistency and transparency when planning, designing, and reforming technical education curricula. Materials and Methods Research Context This study took place in federal government-owned technical colleges and vocational schools in Lagos State, Nigeria. More specifically, Yaba College of Technology and Federal College of Education (Technical) at Yaba as well as Federal Training Centre at Ikoyi in Lagos State are the study contexts. These education institutions are generally known by Nigerians to offer courses in ICT, mechanics, painting, tailoring, photography, electronics and carpentry among others (Oluwafemi, 2025 ; Udoudo and Usoro, 2015 ). They are created by the Federal Government of Nigeria to extend education opportunities to Nigerians who could not access or afford conventional education. Research Participants This study chooses a population of 135 students currently studying in Yaba College of Technology, Federal College of Education (Technical) and Federal Training Centre in Lagos State. To ensure equal representation, 45 students are randomly selected from each of these technical and vocational education institutions. All data collected from selected participants who participated in this study are based on their informed consent with no financial inducements involved (Rahi, 2017 ). However, this study uses online questionnaires to collect primary data from randomly selected 135 students in these technical schools and vocational centre at Yaba and Ikoyi in Lagos State. Data Collection This study adopts quantitative method to collect primary data to evaluate the nexus between PPPs, technical training and vocational education in Lagos State. It adopts positivist philosophy to provide a rational guide for process chosen for data collection, sorting, and analysis (Aguinis et al., 2020 ). Adoption of deductive approach to link the results of primary data collected agree with the theoretical framework are justified by suitable literatures (Creswell and Clark, 2017 ; Saunders et al., 2019 ). The study uses survey technique and simple random sampling are used to select research participants in the study locations. Furthermore, it uses cross-sectional strategy to collect data based on targeted timeframe. Data Analysis The results of the online surveys are analysed using descriptive and inferential statistics to unearth relationship of PPPs with technical training and vocational education in Lagos State. Notably, SPSS Software Version 26 is used for statistical analysis of results of questionnaires administered to the participants (Collis and Hussey, 2017 ). Pearson Correlation Coefficient to uncover the pattern of association between independent variable and dependent variables. To enhance quality of findings, this study ensures total adherence to ethical standards. Apart from gaining informed consent of the participants, confidentiality, anonymity and privacy of all research participants are ensured. Results This study only analyses results of 131 online questionnaires suitably answered by the research participants. It analyses the results in a manner that justifies the overall research questions: What is the relevance of public-private partnerships (PPPs) for technical training and vocational education in Nigerian context? The result is analysed using PPPs, technical training and vocational education as the major themes. Table 1 Public-Private Partnerships and Technical Training SN Questions Strongly Agree Agree Disagree Strongly Disagree 1 PPPs are relevant for technical training in Lagos State Nigeria? 57.3% 20.6% 11.5% 10.5% 2 PPPs are necessary to empower Nigerian youths with technical skills to become self-reliant? 64.1% 13.7% 9.9% 12.2% 3 Shortage of infrastructures, finances, and curricula for technical training can be addressed by PPPs? 54.1% 22.1% 13.7% 6.9% 4 PPPs allow collaborative alliance to upgrade the quality of technical schools? 61.1% 21.4% 9.2% 8.4% Source: Field Results (2025) Question 1, in Table 1 , shows that 75 respondents strongly agree, 27 agree, 15 disagree, and 14 strongly disagree. This denotes that PPPs are relevant for technical training in Lagos State Nigeria. Question 2 shows that 84 respondents strongly agree, 18 agree, 13 disagree, and 16 strongly disagree. This implies that PPPs are necessary to empower Nigerian youths with technical skills to become self-reliant. Question 3 shows that 75 respondents strongly agree, 29 agree, 18 disagree, and 9 strongly disagree. This implies that shortage of infrastructures, finances, and curricula for technical training can be addressed by PPPs. Question 4 shows that 80 respondents strongly agree, 28 agree, 12 disagree, and 11 strongly disagree. This implies that PPPs allow collaborative alliance to upgrade the quality of technical schools. Table 2 Public-Private Partnerships and Vocational Education SN Questions SA A D SD 5 Public-private partnerships have effect on vocational education in Lagos Stare, Nigeria? 54.2% 26.0% 9.9% 9.9% 6 Public sector and private enterprises must collaboratively design vocational training programmes to boost technical proficiency of Nigerians? 52.7% 26.7% 10.7% 9.9% 7 Vocational studies can be delivered via strategic partnerships among policymakers, industry leaders, and employers? 58.0% 18.3% 14.5% 9.2% 8 PPPs can attract Nigerian youths and adults to enrol in quality and lucrative vocational studies? 55.7% 12.2% 15.3% 16.8% Source: Field Results (2025) Question 5 in Table 2 shows that 71 respondents strongly agree, 34 agree, 13 disagree, and 13 strongly disagree. This shows that public-private partnerships have effect on vocational education in Lagos Stare, Nigeria. Question 6 shows that 69 of them strongly agree, 35 agree, 14 disagree, and 13 strongly disagree. This clearly denotes that public sector and private enterprises must collaboratively design vocational training programmes to boost technical proficiency of Nigerians. Question 7 shows that 75 respondents strongly agree, 24 agree, 19 disagree, and 12 strongly disagree. This portrays that vocational studies can be delivered via strategic partnerships among policymakers, industry leaders, and employers. Question 8 shows that 73 respondents strongly agree, 16 agree, 20 disagree, and 22 strongly disagree. This implies that PPPs can attract Nigerian youths and adults to enrol in quality and lucrative vocational studies. Test of Hypothesis H1 Public-private partnerships are relevant for technical training in Lagos State, Nigeria. Table 3 Test of Correlation Technical Training Public-Private Partnerships Public-Private Partnerships Pearson Correlation 1 .630 ** Sig. (2-tailed) .000 N 131 131 Technical Training Pearson Correlation . 630 ** 1 Sig. (2-tailed) .000 N 131 131 **Correlation is significant at the 0.01 level (2-tailed). Table 3 unveils the Pearson Correlation Coefficient showing a strong positive relationship between public-private partnerships (PPPs) and technical training. Based on Correlation (R) value of 0.630 at significance level of 0.000 (P 0.630 > 0.01), it is portrayed that PPPs are relevant for technical training in Lagos State Nigeria. H2 Public-private partnerships have effect on vocational education in Lagos Stare, Nigeria. Table 4 Test of Correlation Vocational Education Public-Private Partnerships Public-Private Partnerships Pearson Correlation 1 .820 ** Sig. (2-tailed) .000 N 131 131 Vocational Education Pearson Correlation . 820 ** 1 Sig. (2-tailed) .000 N 131 131 **Correlation is significant at the 0.01 level (2-tailed). Result in Table 4 unveils the Pearson Correlation Coefficient showing a strong positive relationship between public-private partnerships (PPPs) and vocational education. Based on Correlation (R) value of 0.820 at significance level of 0.000 (P 0.820 > 0.01), it is depicted that PPPs have effect on vocational education in Lagos Stare, Nigeria. Discussion This study unearths that 102 students strongly agree that PPPs are relevant for technical training in Lagos State Nigeria. It unveils that 102 students avowed that PPPs are necessary to empower Nigerian youths with technical skills to become self-reliant. These findings agree with Oluwafemi ( 2025 ) and Cai and Kosaka ( 2024 ) by asserting that shortage of infrastructures, finances, and curricula for technical training can be addressed by PPPs. It is revealed that 108 students strongly agrees that vocational studies can be delivered via strategic partnerships among policymakers, industry leaders, and employers. This study discloses that 105 students viewed that PPPs allow collaborative alliance to upgrade the quality of technical schools. It strongly avows that 104 students viewed that public-private partnerships have effect on vocational education in Lagos Stare, Nigeria. These findings align with Imouokhome ( 2022 ) and Omotayo ( 2023 ) by showing that public sector and private experts to design vocational training programmes that will boost technical proficiency of Nigerians. This study discloses that 89 students view that PPPs can encourage Nigerian youths and adults to enrol in quality and lucrative vocational studies. Conclusion Public-private partnerships (PPPs) are positively relevant for technical training in Lagos State Nigeria. It is concluded that PPPs are necessary to empower Nigerian youths with technical skills to become self-reliant. The study explicitly shows that shortage of infrastructures, finances, and curricula for technical training can be addressed by PPPs. Consequently, it is concluded that vocational studies can be delivered through strategic partnerships among policymakers, industry leaders, and employers. This study concludes that PPPs allow collaborative alliance to upgrade the quality of technical schools. It is concluded that public-private partnerships have effect on vocational education in Lagos Stare, Nigeria. It concurs with Ulebor ( 2025 ) and Allais ( 2020c ) by concluding that public sector and private experts must design vocational training programmes that will boost technical proficiency of Nigerians. It is concluded that PPPs can encourage Nigerian youths and adults to enrol in vocational courses. This study advises policymakers in Nigeria to focus on establishing comprehensible institutional and policy milieu to attract private sector investments to upgrade technical colleges and vocational centres. It suggests a strategic integration of industrial activities into the training curriculum to drive innovativeness among technical or vocational students. This study concurs with Mack ( 2024 ) and Nayak ( 2019 ) that government―at federal, state and local levels―should incentivise students and graduates by offering stipends or monetary rewards for enrolment in or graduation from technical training and vocational education. NBTE should streamline processes for approval of proposals for partnership from private sector in order to ensure sustainable funding mechanisms are established. This study recommends that government agencies should increase their policy and institutional supports for private enterprises. Governments should also increase supportive measures such as procurement preferences and tax credits to private firms to boost access to technical training and vocational education in Lagos State. Public sector transparency is needed to attract private sector involvement in equipping technical schools, vocational centres, and training institutes across Lagos State. The study aligns with recent literatures (Oluwafemi, 2025 ; Enyia and Emelah, 2023 ) to recommend seamless monitoring, tracking and reporting of PPP projects in technical training and vocational education to ensure deliverables are effectively implemented. Declarations Acknowledgements The corresponding author appreciates the Oxford Lifelong Learning at the Department for Continuing Education, University of Oxford for anticipated supports. Funding declaration Currently, there is no funding for this research but funding support is expected from the University of Oxford. Data availability The primary data and questionnaire link are readily available upon request from the corresponding author. Ethics declarations Competing interests The author declares no competing interests in this article. Ethical approval This study was conducted based on the principles of the Declaration of Helsinki (1964) and its later amendments. Before commencing the research, the review of the study protocol was done by Chairman of the House Committee on Federal Polytechnics and Higher Technical Education, National Assembly Abuja (Approval Code: 12-03-04/25; Approval Date: May 05, 2025). Owing to anonymous and voluntary nature of the digital questionnaire used to collect data from adult participants, the Committee’s Chairman granted an exemption/waiver of further formal approval. The collection and storage of data were conducted under local ethical oversight in Nigeria. This fulfils the statutory requirement for prior review by a responsible local ethics committee in line with Article 23(3) of the Declaration of Helsinki. Ethical statements This study ensures proper compliance with ethical standards for conducting research in stages of data gathering. It averted conflict of interest by properly citing all past literatures using APA 7 th edition referencing style. The study ensures adequate adherence to the General Data Protection Regulation (GDPR) by protecting data of the research participants. It adheres to the Nigerian Data Protection Regulation (GDPR) by respecting anonymity, privacy and confidentiality of students chosen. Informed consent This study does not include children and underage as participants. This study ensures that all potential participants are informed by the Authorities of the Schools, on directives of the Chairman of House Committee on Federal Polytechnics and Higher Technical Education. The School Authorities properly gave the information to the participants about the survey, research purpose, research procedures and use of data collected. All the participants were instructed to understand that their participation is voluntary and incentive is not expected. Aside voluntary withdrawal, the participants were given assurance on anonymity, confidentiality and privacy of their data. Written digital informed consent was obtained between 01 April and 10 May 2025, when participants willingly proceeded to fill the questionnaire. However, this study ensures that every response was treated anonymous and confidential. Additional information Correspondence and requests for any data or materials should be addressed or mailed to the corresponding author. References Aguinis, H, Ramani, RS Cascio, WF (2020) Methodological practices in international business research: An after-action review of challenges and solutions. J Int Bus Stud,51:1593-1608. https://doi.org/10.1057/s41267-020-00353-7. Ajufo BI (2013) Challenges of youth unemployment in Nigeria: effective career guidance as a panacea. 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Udoudo, NJ, Usoro, AD (2015) Public-private partnership and workplace training in technical and vocational education and training (TVET) programmes in Nigeria: The need for a Nigerian model. Nig Voc Ass J 20(1):1-8. Ulebor, F (2025) UNESCO urges work-based learning to boost private sector in agriculture. Available via Vanguard Newspapers. https://www.vanguardngr.com/2025/08/unesco-urges-work-based-learning-to-boost-private-sector-in-agriculture/ Young M, Hordern J (2022) Does the vocational curriculum have a future? J Vocat Educ Train 74(1):68–88. https://doi.org/10.1080/13636820.2020.1833078 Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Policymakers and stakeholders have roles to play in empowerment of youths with technical skills to become self-reliant. Previous policy debates in developing nations focused on implementation of the Sustainable Development Goals (SDGs) via quality technical and vocational education (Ulebor, 2025; Cai and Kosaka, 2024; Arimoro, 2017; Allais, 2020c). Policymakers are becoming focused on giving Nigerians access to quality technical training and vocational careers to foster productivity and innovative ideas among them.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eNigerian education system does not sufficiently focus on technical training due to over-reliance on traditional education model. Researchers (Dumbiri and Nwadiani, 2020; Edokpolor and Imafidon, 2017) focused their studies on why policymakers and stakeholders in Nigeria view technical and vocational subjects as elective options. Past authors (Oluwafemi, 2025; Imouokhome, 2023; Okwelle and Wordu, 2014) linked demotion of technical and vocational students in Nigeria―by parents, employers and society―to obsession with conventional certifications. Primary challenges of vocational colleges and technical schools in Nigeria are infrastructural deficit and lack of political will.\u003c/p\u003e\n\u003cp\u003ePolicymakers and stakeholders supported adequate provisions of technical training and vocational education to different classes of Nigerians through strategic collaboration (Oyekola and Ogunsuji, 2020; Maigida, 2014; Olabiyi et al., 2014). Technical courses or vocational subjects can be adequately delivered to Nigerians by strategic partnerships among public and private stakeholders in order to trigger sustainable development through critical thinking. Public-private partnerships (PPPs) represent a strategic approach to attract investments into technical training and vocational education in Nigeria.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003ePPPs can allow increase funding by government institutions and private entities to collectively upgrade the quality of facilities in technical schools and vocational centres (Young and Hordern, 2022; McGrath et al., 2020; Ajufo, 2013; Bakri and Zakaria, 2018). Training of Nigerians in carpentry, electrical installation, floor cladding or painting among others requires modern facilities in technical schools and vocational centres. Strategic upgrade of TVET in Nigeria is attainable through partnership between public and private actors. However, this study seeks to answer the following question:\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eRQ1:\u003c/strong\u003e What is the relevance of PPPs for technical training and vocational education in Nigerian context?\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEmpirical Perspectives \u0026nbsp;\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAnalysis of Relevance of PPPs:\u003c/strong\u003e Debates on socioeconomic relevance of PPPs for growth of technical skills and vocational knowledge in Nigeria gained currency among policymakers, industry leaders, and education specialists in recent years. Conceptual research of Cai and Kosaka (2024) conceived PPPs as a strategy used by governments to attract industry leaders to donate learning equipment, training materials, and laboratories for technical subjects and vocational courses. Researchers (Allais, 2020c; Nayak, 2019) viewed PPPs as an innovative approach to attract Nigerians to enrol in technical and vocational disciplines.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTo foster job creation, government is focusing on reforming TVET curricula to seamlessly empower Nigerians with employable skills. Past authors (Omotayo, 2023; Oviawe, 2018) thematically confirmed that modern tools for technical and vocational studies are sufficiently delivered through strategic partnerships among policymakers, industry leaders, and employers of labour. For instance, National Board of Technical Education (NBTE) often partner with private consultants to design vocational training programmes aimed at boosting technical proficiency of students.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eIn 2023, the Federal Ministry of Education partnered with the World Bank to deliver technical training and vocational education with a view to empowering 50,000 Nigerian youths with digital skills (Enyia and Emelah, 2023; Oviawe, 2023). Notably, this PPP project was targeted at reducing over-dependence on government to provide white-collar jobs for Nigerians. Federal Government of Nigeria (FGN) cooperated with Dangote Group in 2013 to empower Nigerians using technical and vocational courses.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThematic review of Imouokhome (2022) confirmed that PPPs led to establishment of Dangote Academy to offer training in fields of mechanical engineering, digital technologies, electrical/computer engineering, industrial automation and other technical courses to several Nigerians. According to Mack (2024), PPPs often encourage redesign of curricula and syllabuses for technical training and vocational education using models that align with industrial operations and demands.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePublic-Private Partnerships and Technical Training:\u0026nbsp;\u003c/strong\u003ePPPs play vital roles in attracting development finance into revitalisation of technical colleges and polytechnics to empower Nigerians with industry-related skills. PPP projects can be leveraged to give Nigerians industry orientation via effective resource allocation and curriculum redesign (Oyekola and Ogunsuji, 2020; Udoudo and Usoro, 2015). For instance, PPP investments in Nigeria’s technical education institutions should be allocated to\u0026nbsp;manufacturing, construction, and information technology courses.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTo promote technical training in Lagos State, the government attracted private partners with coherent policies to increase their participation in developing skilled workforce who can contribute to economic and industrial growth. Past authors (Oluwafemi, 2025; Omotayo, 2023) conceptually theory viewed PPPs as a strategic approach to positively change technical training landscape of Lagos State and Nigeria. Since 2020, PPPs had empowered Lagos State Government to mobilise expertise, professionalism and finances of private sector into state-owned technical schools (Oluwafemi, 2025).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eSimilarly, the FGN is expected to formulate policies to attract infrastructure grants and supports from private companies. PPPs can serve as institutions tools to upgrade training facilities, laboratories, galleries and workshops in Nigerian technical schools. PPPs serve as a symbolic opportunity for government to empower Nigerian graduates with employable skills or entrepreneurial competences (Oluwafemi, 2025; Enyia and Emelah, 2023). PPPs offer opportunities to public technical schools to introduce skill acquisition programmes to support students’ transition into job markets.\u003c/p\u003e\n\u003cp\u003eAs a result of PPP interventions, Yaba College of Technology and Lagos State Polytechnics State are leveraging digital platforms, online learning, and certification programmes which are training methodologies introduced by private firms (Imouokhome, 2022; Omotayo, 2023). PPPs encouraged bursaries, scholarships, study grants, and awards from Dangote Group, MTN Nigeria, and Access Bank among others to integrate residents in underserved regions of Lagos State into technical education.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePublic-Private Partnerships and Vocational Education:\u0026nbsp;\u003c/strong\u003eThe primacy of PPPs in transforming vocational education in Nigeria is rarely discussed in literatures of development finance and economics. Ulebor (2025) qualitatively analysed how PPPs can efficiently boost entrepreneurial capabilities of Nigerians via vocational studies. In 2021, Bank of Industry established the vocational study centres in Lagos State to expand access to entrepreneurial studies. Vocational education is vital to adequately equip Nigerians with practical skills and knowledge to create employment.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eRelevance of PPPs as a reliable measure for mobilising and allocating resources to upscale vocational training infrastructures is theoretically analysed by Imouokhome (2022), Mack (2024) Nayak (2019) and Ajufo (2013). PPPs offer opportunity to mitigate budget constraints which might constrain upgrade of existing vocational facilities and learning curriculum. Strategic partnership between public and private sectors is expected to accelerate flows of development finance into advanced technologies to substantially upgrade the quality and standards of vocational training centres.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eOlabiyi et al. (2014) aligned with dynamic capability theory to evaluate the roles of PPPs in empowering and exposing Nigerians to new capabilities via apprenticeships, internships, and on-the-job training. PPPs ensure that Nigerians are trained with industry-related courses to prepare them for new roles in national development. In 2022, Nigerian Export Promotion Council and National Information Technology Development Agency partnered with diverse private enterprises to acquire digital tools that can boost relevance of vocational education in youth development policy of Nigeria (Omotayo, 2023).\u003c/p\u003e\n\u003cp\u003ePPPs are necessary to redesign the curricula of vocational education to align with economic and industrial demands. Oviawe (2018) disclosed positive relationship between PPPs and vocational education. PPPs foster tangible opportunities to integrate rural regions in Nigeria, without access to formal education facilities, into vocational training system. PPPs can support processes for procuring e-learning platforms, digital facilities, and practical study guides for vocational training centres in Lagos State.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheoretical Perspectives\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInstitutional Theory:\u003c/strong\u003e This theory provides a realistic lens for understanding the strategic relevance of PPPs for technical empowerment (Young and Hordern, 2022; McGrath et al., 2020). Institutional theory allows succinct evaluation of influence of formal structures, informal norms, regulations, and cultural prospects on revitalisation of technical institutes and vocational schools. Institutional theory is perceptibly adopted, in this study, to concisely explain how regulatory frameworks shape implementation of PPP projects to upgrade technical training and schools in Nigeria.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eRationale for using institutional theory is to validate primary roles of bureaucratic, regulatory, and political institutions in attracting PPP investments to develop training materials and facilities of technical and vocational institutions in Nigeria. Institutional environment of Nigeria is conceived by Okwelle and Wordu (2014) as constraints to accountability mechanisms, regulatory capability, transparency criteria and stakeholder confidence to attract PPP projects into technical colleges and vocational schools.\u003c/p\u003e\n\u003cp\u003eWeak institutional arrangements can arouse corrupt practices that are discouraging private investments in Nigeria’s technical and vocational institutions. Put differently, institutional incapabilities can complicate the complex challenges of technical training or vocational courses in Lagos State. McGrath et al. (2020) adopted literature review to explain why technical training has become unattractive to many Nigerians. Primary challenges of technical training in Nigeria are linked to out-of-date curricula, insufficient funding, inadequate competences and poor quality of teaching.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eInstitutional theory is relevant for justifying the roles of governance structures, accreditation processes, and public-private collaboration in improving the quality and relevance of technical and vocational studies. Strong institutions are necessary to create unique frameworks for technical training and vocational education in Nigeria. Past authors (Oluwafemi, 2025; Maigida, 2014) agreed that Nigeria’s policy institutions require adequate empowerment to instigate regulatory consistency and transparency when planning, designing, and reforming technical education curricula.\u003c/p\u003e"},{"header":"Materials and Methods","content":"\u003cp\u003e\u003cstrong\u003eResearch Context\u003c/strong\u003e\u003cp\u003eThis study took place in federal government-owned technical colleges and vocational schools in Lagos State, Nigeria. More specifically, Yaba College of Technology and Federal College of Education (Technical) at Yaba as well as Federal Training Centre at Ikoyi in Lagos State are the study contexts. These education institutions are generally known by Nigerians to offer courses in ICT, mechanics, painting, tailoring, photography, electronics and carpentry among others (Oluwafemi, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Udoudo and Usoro, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). They are created by the Federal Government of Nigeria to extend education opportunities to Nigerians who could not access or afford conventional education.\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eResearch Participants\u003c/strong\u003e\u003cp\u003eThis study chooses a population of 135 students currently studying in Yaba College of Technology, Federal College of Education (Technical) and Federal Training Centre in Lagos State. To ensure equal representation, 45 students are randomly selected from each of these technical and vocational education institutions. All data collected from selected participants who participated in this study are based on their informed consent with no financial inducements involved (Rahi, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). However, this study uses online questionnaires to collect primary data from randomly selected 135 students in these technical schools and vocational centre at Yaba and Ikoyi in Lagos State.\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eData Collection\u003c/strong\u003e\u003cp\u003eThis study adopts quantitative method to collect primary data to evaluate the nexus between PPPs, technical training and vocational education in Lagos State. It adopts positivist philosophy to provide a rational guide for process chosen for data collection, sorting, and analysis (Aguinis et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Adoption of deductive approach to link the results of primary data collected agree with the theoretical framework are justified by suitable literatures (Creswell and Clark, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Saunders et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). The study uses survey technique and simple random sampling are used to select research participants in the study locations. Furthermore, it uses cross-sectional strategy to collect data based on targeted timeframe.\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eData Analysis\u003c/strong\u003e\u003cp\u003eThe results of the online surveys are analysed using descriptive and inferential statistics to unearth relationship of PPPs with technical training and vocational education in Lagos State. Notably, SPSS Software Version 26 is used for statistical analysis of results of questionnaires administered to the participants (Collis and Hussey, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Pearson Correlation Coefficient to uncover the pattern of association between independent variable and dependent variables. To enhance quality of findings, this study ensures total adherence to ethical standards. Apart from gaining informed consent of the participants, confidentiality, anonymity and privacy of all research participants are ensured.\u003c/p\u003e\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eThis study only analyses results of 131 online questionnaires suitably answered by the research participants. It analyses the results in a manner that justifies the overall research questions: What is the relevance of public-private partnerships (PPPs) for technical training and vocational education in Nigerian context? The result is analysed using PPPs, technical training and vocational education as the major themes.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003ePublic-Private Partnerships and Technical Training\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSN\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eQuestions\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStrongly Agree\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eAgree\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eDisagree\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eStrongly Disagree\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePPPs are relevant for technical training in Lagos State Nigeria?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e57.3%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e20.6%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e11.5%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e10.5%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePPPs are necessary to empower Nigerian youths with technical skills to become self-reliant?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e64.1%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e13.7%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e9.9%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e12.2%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eShortage of infrastructures, finances, and curricula for technical training can be addressed by PPPs?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e54.1%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e22.1%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e13.7%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e6.9%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePPPs allow collaborative alliance to upgrade the quality of technical schools?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e61.1%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e21.4%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e9.2%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e8.4%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\n\u003ch3\u003eSource: Field Results (2025) \u003c/h3\u003e\n\u003cp\u003eQuestion 1, in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, shows that 75 respondents strongly agree, 27 agree, 15 disagree, and 14 strongly disagree. This denotes that PPPs are relevant for technical training in Lagos State Nigeria. Question 2 shows that 84 respondents strongly agree, 18 agree, 13 disagree, and 16 strongly disagree. This implies that PPPs are necessary to empower Nigerian youths with technical skills to become self-reliant.\u003c/p\u003e\u003cp\u003eQuestion 3 shows that 75 respondents strongly agree, 29 agree, 18 disagree, and 9 strongly disagree. This implies that shortage of infrastructures, finances, and curricula for technical training can be addressed by PPPs. Question 4 shows that 80 respondents strongly agree, 28 agree, 12 disagree, and 11 strongly disagree. This implies that PPPs allow collaborative alliance to upgrade the quality of technical schools.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003ePublic-Private Partnerships and Vocational Education\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSN\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eQuestions\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eSA\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eA\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eD\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eSD\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePublic-private partnerships have effect on vocational education in Lagos Stare, Nigeria?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e54.2%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e26.0%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e9.9%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e9.9%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePublic sector and private enterprises must collaboratively design vocational training programmes to boost technical proficiency of Nigerians?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e52.7%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e26.7%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e10.7%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e9.9%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eVocational studies can be delivered via strategic partnerships among policymakers, industry leaders, and employers?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e58.0%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e18.3%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e14.5%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e9.2%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePPPs can attract Nigerian youths and adults to enrol in quality and lucrative vocational studies?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55.7%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e12.2%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e15.3%\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e16.8%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\n\u003ch3\u003eSource: Field Results (2025)\u003c/h3\u003e\n\u003cp\u003eQuestion 5 in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e shows that 71 respondents strongly agree, 34 agree, 13 disagree, and 13 strongly disagree. This shows that public-private partnerships have effect on vocational education in Lagos Stare, Nigeria. Question 6 shows that 69 of them strongly agree, 35 agree, 14 disagree, and 13 strongly disagree. This clearly denotes that public sector and private enterprises must collaboratively design vocational training programmes to boost technical proficiency of Nigerians.\u003c/p\u003e\u003cp\u003eQuestion 7 shows that 75 respondents strongly agree, 24 agree, 19 disagree, and 12 strongly disagree. This portrays that vocational studies can be delivered via strategic partnerships among policymakers, industry leaders, and employers. Question 8 shows that 73 respondents strongly agree, 16 agree, 20 disagree, and 22 strongly disagree. This implies that PPPs can attract Nigerian youths and adults to enrol in quality and lucrative vocational studies.\u003c/p\u003e\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003eTest of Hypothesis\u003c/h2\u003e\u003cp\u003e\u003cstrong\u003eH1\u003c/strong\u003e\u003cp\u003ePublic-private partnerships are relevant for technical training in Lagos State, Nigeria.\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eTest of Correlation\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTechnical Training\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003ePublic-Private Partnerships\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003e\u003cb\u003ePublic-Private Partnerships\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePearson Correlation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.630\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSig. (2-tailed)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e131\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e131\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003e\u003cb\u003eTechnical Training\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePearson Correlation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e. 630\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSig. (2-tailed)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e131\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e131\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"4\"\u003e**Correlation is significant at the 0.01 level (2-tailed).\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e unveils the Pearson Correlation Coefficient showing a strong positive relationship between public-private partnerships (PPPs) and technical training. Based on Correlation (R) value of 0.630 at significance level of 0.000 (P 0.630\u0026thinsp;\u0026gt;\u0026thinsp;0.01), it is portrayed that PPPs are relevant for technical training in Lagos State Nigeria.\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eH2\u003c/strong\u003e\u003cp\u003ePublic-private partnerships have effect on vocational education in Lagos Stare, Nigeria.\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eTest of Correlation\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eVocational Education\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003ePublic-Private Partnerships\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003e\u003cb\u003ePublic-Private Partnerships\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePearson Correlation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.820\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSig. (2-tailed)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e131\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e131\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003e\u003cb\u003eVocational Education\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePearson Correlation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e. 820\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSig. (2-tailed)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e131\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e131\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"4\"\u003e**Correlation is significant at the 0.01 level (2-tailed).\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eResult in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e unveils the Pearson Correlation Coefficient showing a strong positive relationship between public-private partnerships (PPPs) and vocational education. Based on Correlation (R) value of 0.820 at significance level of 0.000 (P 0.820\u0026thinsp;\u0026gt;\u0026thinsp;0.01), it is depicted that PPPs have effect on vocational education in Lagos Stare, Nigeria.\u003c/p\u003e\u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study unearths that 102 students strongly agree that PPPs are relevant for technical training in Lagos State Nigeria. It unveils that 102 students avowed that PPPs are necessary to empower Nigerian youths with technical skills to become self-reliant. These findings agree with Oluwafemi (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2025\u003c/span\u003e) and Cai and Kosaka (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) by asserting that shortage of infrastructures, finances, and curricula for technical training can be addressed by PPPs. It is revealed that 108 students strongly agrees that vocational studies can be delivered via strategic partnerships among policymakers, industry leaders, and employers.\u003c/p\u003e\u003cp\u003eThis study discloses that 105 students viewed that PPPs allow collaborative alliance to upgrade the quality of technical schools. It strongly avows that 104 students viewed that public-private partnerships have effect on vocational education in Lagos Stare, Nigeria. These findings align with Imouokhome (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) and Omotayo (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) by showing that public sector and private experts to design vocational training programmes that will boost technical proficiency of Nigerians. This study discloses that 89 students view that PPPs can encourage Nigerian youths and adults to enrol in quality and lucrative vocational studies.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003ePublic-private partnerships (PPPs) are positively relevant for technical training in Lagos State Nigeria. It is concluded that PPPs are necessary to empower Nigerian youths with technical skills to become self-reliant. The study explicitly shows that shortage of infrastructures, finances, and curricula for technical training can be addressed by PPPs. Consequently, it is concluded that vocational studies can be delivered through strategic partnerships among policymakers, industry leaders, and employers.\u003c/p\u003e\u003cp\u003eThis study concludes that PPPs allow collaborative alliance to upgrade the quality of technical schools. It is concluded that public-private partnerships have effect on vocational education in Lagos Stare, Nigeria. It concurs with Ulebor (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2025\u003c/span\u003e) and Allais (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2020c\u003c/span\u003e) by concluding that public sector and private experts must design vocational training programmes that will boost technical proficiency of Nigerians. It is concluded that PPPs can encourage Nigerian youths and adults to enrol in vocational courses.\u003c/p\u003e\u003cp\u003eThis study advises policymakers in Nigeria to focus on establishing comprehensible institutional and policy milieu to attract private sector investments to upgrade technical colleges and vocational centres. It suggests a strategic integration of industrial activities into the training curriculum to drive innovativeness among technical or vocational students. This study concurs with Mack (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) and Nayak (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) that government―at federal, state and local levels―should incentivise students and graduates by offering stipends or monetary rewards for enrolment in or graduation from technical training and vocational education.\u003c/p\u003e\u003cp\u003eNBTE should streamline processes for approval of proposals for partnership from private sector in order to ensure sustainable funding mechanisms are established. This study recommends that government agencies should increase their policy and institutional supports for private enterprises. Governments should also increase supportive measures such as procurement preferences and tax credits to private firms to boost access to technical training and vocational education in Lagos State.\u003c/p\u003e\u003cp\u003ePublic sector transparency is needed to attract private sector involvement in equipping technical schools, vocational centres, and training institutes across Lagos State. The study aligns with recent literatures (Oluwafemi, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Enyia and Emelah, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) to recommend seamless monitoring, tracking and reporting of PPP projects in technical training and vocational education to ensure deliverables are effectively implemented.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe corresponding author appreciates the Oxford Lifelong Learning at the Department for Continuing Education, University of Oxford for anticipated supports.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding declaration\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eCurrently, there is no funding for this research but funding support is expected from the University of Oxford.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe primary data and questionnaire link are readily available upon request from the corresponding author.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics declarations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eCompeting interests\u003c/p\u003e\n\u003cp\u003eThe author declares no competing interests in this article.\u003c/p\u003e\n\u003cp\u003eEthical approval\u003c/p\u003e\n\u003cp\u003eThis study was conducted based on the principles of the Declaration of Helsinki (1964) and its later amendments. Before commencing the research, the review of the study protocol was done by Chairman of the House Committee on Federal Polytechnics and Higher Technical Education, National Assembly Abuja (Approval Code: 12-03-04/25; Approval Date: May 05, 2025). Owing to anonymous and voluntary nature of the digital questionnaire used to collect data from adult participants, the Committee’s Chairman granted an exemption/waiver of further formal approval. The collection and storage of data were conducted under local ethical oversight in Nigeria. This fulfils the statutory requirement for prior review by a responsible local ethics committee in line with Article 23(3) of the Declaration of Helsinki.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eEthical statements\u003c/p\u003e\n\u003cp\u003eThis study ensures proper compliance with ethical standards for conducting research in stages of data gathering. It averted conflict of interest by properly citing all past literatures using APA 7\u003csup\u003eth\u003c/sup\u003e edition referencing style. The study ensures adequate adherence to the General Data Protection Regulation (GDPR) by protecting data of the research participants. It adheres to the Nigerian Data Protection Regulation (GDPR) by respecting anonymity, privacy and confidentiality of students chosen.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eInformed consent\u003c/p\u003e\n\u003cp\u003eThis study does not include children and underage as participants. This study ensures that all potential participants are informed by the Authorities of the Schools, on directives of the Chairman of House Committee on Federal Polytechnics and Higher Technical Education. The School Authorities properly gave the information to the participants about the survey, research purpose, research procedures and use of data collected. All the participants were instructed to understand that their participation is voluntary and incentive is not expected. Aside voluntary withdrawal, the participants were given assurance on anonymity, confidentiality and privacy of their data. Written digital informed consent was obtained between 01 April and 10 May 2025, when participants willingly proceeded to fill the questionnaire. However, this study ensures that every response was treated anonymous and confidential.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAdditional information\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eCorrespondence and requests for any data or materials should be addressed or mailed to the corresponding author.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eAguinis, H, Ramani, RS Cascio, WF (2020) Methodological practices in international business research: An after-action review of challenges and solutions. 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Discov Educ 3:221. https://doi.org/10.1007/s44217-024-00305-5\u003c/li\u003e\n \u003cli\u003eMaigida, JF (2014) \u003cem\u003eBuilding and sustaining partnerships through public private partnership for effective technical vocational education and training programme in Nigeria\u003c/em\u003e. Paper presented at the 2014 Annual International Conference of International Vocational Education Association (IVETA) at Tennessee, U.S.A.\u003c/li\u003e\n \u003cli\u003eMcGrath, S, Ramsarup, P, Zeelen, J, Wedekind, V, Allais, S, Lotz-Sisitka, H, Monk, D, Openjuru, G, Russon, JA (2020) Vocational education and training for African development: a literature review. J Voc Educ Train 72(4):465\u0026ndash;487. https://doi.org/10.1080/13636820.2019.1679969\u003c/li\u003e\n \u003cli\u003eNayak, BS (2019) Reconceptualising public private partnerships (PPPs) in global public policy. World J. Entrep. Manag. Sustain. 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Available via BusinessDay. https://businessday.ng/backpage/article/transforming-nigerian-education-for-21st-century-success/\u003c/li\u003e\n \u003cli\u003eOmotayo, M (2023) The role of public-private partnerships in harnessing talents for development. Available via BusinessDay. https://businessday.ng/news/article/the-role-of-public-private-partnerships-in-harnessing-talents-for-development/\u003c/li\u003e\n \u003cli\u003eOyekola, OO, Ogunsuji, OJ (2020) Public-private partnership: an emerging need for sustainable technical and vocational education training in Nigeria. Int J Res Educ Human Comm 01(02):24-27.\u003c/li\u003e\n \u003cli\u003eOviawe, JI (2018) Revamping technical vocational education and training through public-private partnerships for skill development. Mak J Higher Educ 10(1):73\u0026ndash;91. https://doi.org/10.4314/majohe.v10i1.5\u003c/li\u003e\n \u003cli\u003eRahi, S (2017) Research design and methods: a systematic review of research paradigms, sampling issues and instruments development. Int J Econ Manage Sci 6(2):1\u0026ndash;5.\u003c/li\u003e\n \u003cli\u003eSaunders, MNK, Lewis, P, Thornhill, A (2019) Research methods for business students, 8\u003csup\u003eth\u003c/sup\u003e edition. Harlow: Pearson.\u003c/li\u003e\n \u003cli\u003eUdoudo, NJ, Usoro, AD (2015) Public-private partnership and workplace training in technical and vocational education and training (TVET) programmes in Nigeria: The need for a Nigerian model. Nig Voc Ass J 20(1):1-8.\u003c/li\u003e\n \u003cli\u003eUlebor, F (2025) UNESCO urges work-based learning to boost private sector in agriculture. Available via Vanguard Newspapers. https://www.vanguardngr.com/2025/08/unesco-urges-work-based-learning-to-boost-private-sector-in-agriculture/\u003c/li\u003e\n \u003cli\u003eYoung M, Hordern J (2022) Does the vocational curriculum have a future? J Vocat Educ Train 74(1):68\u0026ndash;88. https://doi.org/10.1080/13636820.2020.1833078\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"University of Lagos","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Public, Technical, Private, Vocation, Partnerships, Education","lastPublishedDoi":"10.21203/rs.3.rs-8095622/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8095622/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe 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.\u003c/p\u003e","manuscriptTitle":"Public-private partnerships, technical training and vocational education in Nigerian context: a survey approach","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-11-14 05:34:47","doi":"10.21203/rs.3.rs-8095622/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"dd5bb9f4-63f7-4104-9603-1024dd23550b","owner":[],"postedDate":"November 14th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":57867872,"name":"Development Economics"},{"id":57867873,"name":"Other Public Policy"},{"id":57867874,"name":"Public Administration"},{"id":57867875,"name":"Social Policy"}],"tags":[],"updatedAt":"2025-11-14T05:34:47+00:00","versionOfRecord":[],"versionCreatedAt":"2025-11-14 05:34:47","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8095622","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8095622","identity":"rs-8095622","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}