Curriculum Reform in TVET for Mechanical/Automobile Technology Education Global Competitiveness

The current state of Mechanical/Automobile Technology Education in tertiary institutions in Nigeria, particularly in terms of methodologies and practices, raises significant concerns. This situation has manifested in multiple dimensions, reflecting a clear deviation from the original rationale for the institutionalization of the programme as outlined in the National Policy on Education. Mechanical/Automobile Technology Education was designed to produce professionals—technologists, artisans, and craftsmen—with comprehensive knowledge and practical skills required to perform essential operations in motor vehicles and automotive systems. It is therefore imperative to equip learners with marketable competencies that enable them to excel in their chosen vocations, improve their standard of living, and contribute meaningfully to the country’s socio-economic development. However, these objectives appear increasingly unattainable due to the manner in which the programme has been implemented and managed. This paper highlights evident gaps in knowledge processing and the optimization of practical skills within the field, which undermine the programme’s effectiveness in fostering human capital development. While emphasizing the need to strengthen Mechanical/Automobile Technology Education through holistic curriculum reform, the paper advocates strict adherence to standardized evaluation practices, among other measures, as essential for achieving a sustainable Technical and Vocational Education and Training (TVET) curriculum.