BRIEF HISTORY OF NATIONAL BOARD FOR TECHNICAL EDUCATION (NBTE)

During the preparations for the Third National Development Plan, 1975-80, the objectives for education were stated as follows:

a.       To expand facilities for education aimed at equalizing individual access to

           education throughout the country;

b.      To reform the content of general education to make it more responsive to the

          socio-economic needs of the country;

c.       To make an impact in the areas of technological education so as to meet the

          growing needs of the economy;

d.      To consolidate and develop the nation's system of higher education in response to

         the economy's manpower needs;

e.       To streamline and strengthen the machinery for educational development in the

           country; and

f.        To rationalize the financing of education with a view to making the educational

           system more adequate and efficient.

The Federal Government also identified the acute shortage of technical manpower as a major constraint towards the execution of the development plan. In response to this, government in 1972 established the then National Science and Technology Development Agency (which later metamorphosed to Federal Ministry of Science and Technology) which set up a Working Committee on Scientific and Technical Manpower and Science Education. The Committee produced a report on middle-level technical manpower and their training. Some of the Committee's recommendations included the following:

a.       in order to have a nationally accepted standard in technical education, there should be a harmonization of the entry qualifications and diploma standards throughout the nation;

b.      in order to eliminate the non-uniformity in terminal diplomas issued by existing colleges of technology, there should be a national certificate in technical education;

c.       in order to attract the right kind of staff to the technical colleges (now polytechnics) there should be a harmonization of technical staff standards including staff structure, remuneration and conditions of service;

d.      in view of the fact that courses in many technical fields from which the Development Plans need to draw manpower at the middle-level are not provided for in our existing colleges, there should be expansion of the courses and facilities in these colleges; and new colleges should take into account the required courses in planning their programmes;

e.       in view of the gaps in the admission capacity and actual enrolment for the existing courses in the technical colleges (now polytechnics) there should be full utilization of these facilities through a review of the admissions policy, including part-time admissions, and massive awards of technical scholarships;

f.        in order to encourage more enrolment in technical courses, more avenues for practical experience for newly qualified trainees, should be created; this can be achieved through immediate employment of the trainees in public and private industries using, if necessary, the facilities of the Industrial Training Fund.

The Committee further recommended that a National Board for Technical Education be created which should be charged with the implementation of its recommendations.

The Federal Government established the National Board for Technical Education by Act 9 of January 1977. In August, 1985 and January 1993 respectively, the Federal Government enacted Act 16 (Education (National Minimum Standards and Establishment of Institutions) Act) and Act 9 (Education (National Minimum Standards and Establishment of Institutions) (Amendment) Act). With these Acts, the functions of the Board were extended to include accreditation of academic programmes in all Technical and Vocational Education (TVE) institutions. Act No.9 of 1st January 1993 further empowered the Board to recommend the establishment of private Polytechnics and Monotechnics in Nigeria.

There are at present 110 approved tertiary technical institutions and 159 technical colleges under the purview of the Board with different types of ownership summarized in Table below:

SUMMARY OF NUMBER, TYPE AND OWNERSHIP OF POLYTECHNICS, MONOTECHNICS  AND TECHNICAL COLLEGES IN NIGERIA

Institution
Ownership
Total
Type
Federal
State
Private

Polytechnics

21

38

15

74

Monotechnics

23 2 2 27

Colleges of Agric.

17

19

-

36

Colleges of health Tech.

9

40

1

50

Other Specialised Ins.

13

-

3

16

IEIs and VEIs     71 71

Technical Colleges

19

110

3

132