1. Human Resources
3. Planning, Research and Statistics
4. Finance and Accounts
5. NBTE Centre of Excellence for TVET
HUMAN RESOURCES DEPARTMENT
FUNCTIONS OF HUMAN RESOURCES DEPARTMENT
The functions of Human Resources Department are as follows:
a) Preparation of Board’s meetings, Management Committee meetings, joint consultative meetings, COHEAD meeting etc.
b) Serves at various committee of the Board as Secretary.
c) Coordinates union matters such as SANIP and NASU
d) Administration of all appointments, selections, recruitments and discipline of staff.
e) Handle all issues related to transfer, secondment withdrawal of staff and all matters on leave.
f) Administration of Open and Secret Registries.
g) Handle issues related to insurance policies, pensions and gratuity and National Housing Fund.
h) Administration of Board and conference rooms and Management facilities attached to the rooms.
i) Administration of Board’s Guest House.
j) Administration of utility bills i.e. NEPA, NITEL and GSM and refuse disposal.
k) Provide refreshment at all meetings.
l) Coordinates sports and games by i.e. NIPOGA, NIPOSGA, inter- ministerial games.
m) Coordinates all internal and external training of the Board.
n) Coordinates capacity building programmes such as conferences, workshops, seminars on the Job training and retraining of staff.
o) Handles all petitions & appeals from Polytechnics on staff matters.
p) Review the conditions of service and scheme of service of the polytechnic in conjunction with the Federal Ministry of Education.
MAIN ACTIVITIES OF PROGRAMMES DEPARTMENT
(a) to lay down, and review as necessary, entry requirements, durations of courses and skills to be attained in technical and vocational institutions;
(b) to propose guidelines on curricula and contents of courses and procedure for the evaluation of programmes and for national certification of technicians, craftsmen and artisans;
(c) to propose ways of encouraging technical and vocational subjects in secondary schools;
(d) to advise on ways of enlightening the general public on the importance of technical education;
(e) to lay down guidelines for and advise on programmes to be accredited in all polytechnics, technical colleges and other technical institutions in the Federation for the purpose of award of National Certificates and Diplomas and other similar awards, and for entry into national examinations in respect of such institutions;
(f) to advise on ways and means of improving and developing the resources and materials for teaching and production in technical institutions.
BRIEF DESCRIPTION OF THE DEPARTMENT OF PROGRAMMES
The Department of Programmes constitutes the main operational arm of the National Board for Technical Education (NBTE), referred hereafter as the Board, in executing its key functions of Quality Assurance and Maintenance of National Academic Standards in technical/vocational education & training (TVET). The department operates through its five divisions that specialize in different areas, or categories of institutions, of TVET as illustrated in the organogram (Appendix I). The allocation of responsibilities among the divisions is presently as below:
Agriculture/Science Division: Agricultural Technologies; Applied Sciences; Health Technologies; Hospitality & Related
Polytechnics Division: Engineering Technology; Environmental studies; Fine and Applied Art
Private Technical Institutions Division: Business; Management, Financial Studies, Social Studies, General Studies; Establishment of Private institutions
Post-HND/Research Division: Post-HND programmes; Specialized Institutions; Research Coordination
Technical Colleges Division: Mechanical Trades; Building & Wood Trades; Electrical Trades; Miscellaneous Technical areas
Focus of Activities
The focus of the Department, in line with the Board’s Vision, is to facilitate the development of curricula and assessment of resources in Nigerian polytechnics and monotechnics, for the promotion of good quality technical and vocational education. Department endeavours to effect the Board’s Mission of promoting the production of skilled manpower in TVET to revitalize and sustain the national economy, while reducing unemployment and poverty.
Varieties of Academic Programmes
As prescribed by its establishment law, the Board supervises and coordinates policies in all areas of TVET falling outside the universities. Accordingly, it is concerned with programmes of Polytechnics, Colleges of Agriculture, Varieties of Colleges of Technology providing training in Oil & Gas, Maritime, Fisheries, Forestry, Cooperatives, Chemical/Leather Technology, etc, often referred to collectively as Monotechnics. Board’s purview also extends to TVET at post-basic level (senior secondary) as executed in Technical Colleges.
The Board has established a credible Quality Assurance Mechanism in the technical institutions in the country for the award of National Certificates – National Diploma (ND), Higher National Diploma (HND) and Post Higher National Diploma (Post-HND), as well as National Technical Certificate (NTC), National Business Certificate (NBC), Advanced National Technical Certificate (ANTC), and Advanced National Business Certificate (ANBC).
An important recent development is the recent approval by the federal government of the Vocational Enterprises Institutions (VEIs) and the Innovative Enterprises Institutions (IEIs), with specific focus on delivery of employable skill to stem the raging tide of unemployment among the youth. These are private sector driven institutions, designed to operate closely with relevant industries in such fields as Oil & gas, Hospitality, Innovative Agriculture, ICTs, Technical Trades, Paralegal, Engineering & Construction, etc. An entirely new scheme of qualification is now being developed in the form of National Vocational Certificate (NVC), for VEIs and National Innovation Diploma (NID), for IEIs.
Modalities of Quality Assurance in Polytechnics, Monotechnics and Technical Colleges
Any institution wishing to secure national recognition has to satisfy certain minimum requirements stipulated by the Board in the provision of teaching/learning resources, such as laboratories, workshops and classrooms, instructional equipment and human resources for teaching and support. The recognition process for a new institution begins with an Advisory Visit, which is a preliminary inspection to ascertain that basic requirements for successful delivery of required programmes are in place. This is needed for both public institutions, established by federal or state government, and private institutions. (Entrepreneurs wishing to establish private institutions may refer to relevant Guidelines as explained under Publications.)
Subsequently, an institution wishing to offer a new programme would invite the Board for Resources Inspection. Upon a successful visitation, approval is given the institution to commence the programme(s) and admit students. A full accreditation visitation on the programme, Initial Accreditation, must however be undertaken, usually in the third Semester of studies, but in any event before the first set of students graduate.
The Board carries out accreditation visits at regular intervals, within two years after approval of commencement of new programmes to ensure that laid down standards for each programme are followed. Initial accreditation is granted for a period of 5 years after which a programme must be presented for Reaccreditation, to ensure that initial standards have been maintained or improved upon.
Development of Curricula and Course Specifications
The Board, as part of its statutory responsibilities, develops minimum guide curricula and course specifications for all National Diploma, Higher National Diploma and Professional Diploma programmes offered in polytechnics and similar institutions in Nigeria. It has so far developed curricula and course specifications for 190 programmes at National Diploma (ND) and Higher National Diploma (HND) and Professional (Post-HND) Levels.
The minimum guide curricula and course specifications are usually produced at National Critique Workshops organized by the Board for each programme. Participants in such national workshops are stakeholders drawn from polytechnics and similar level institutions, universities, industry, professional bodies, employers and any other interested professionals and academics in the relevant field.
Recent Developments in Curriculum Activities
In the period 2001 – 2012, more than fifty-seven (57) curricula were revised with full participation of international experts provided by UNESCO, Paris. Major thrusts and outcomes of the review are:
· Curricula now more learner-centred
· Competence-based, including life skills
· More practical-oriented
· Provision of clear guidelines of teacher activities
· Provision of clear guidelines on learner- experiences
· Incorporation of Entrepreneurial education
· Incorporation of ICT
Building on the experience, the Board has also reviewed fifty (50) additional curricula along the same principles.
New curricula in emerging fields such as mechatronics, prosthetics and orthotics, occupational therapy, pasture and range management as well as mining, fisheries, animal husbandry, laboratory instruments repairs, trades, etc. have also been developed.
Development of VEI and IEI curricula began in August 2007, with the initial Critique Workshop to formalize twenty-six (26) programmes. This is expected to be followed with arrangement for Resource Inspection for all institutions having adequate resources to commence programmes.
The Board has a Governing Council and four Departments namely:
2- Human Resources Department
In addition to the departments there are eight units namely:-
- SERVICOM Unit
- Anti-corruption Unit
- Media and Public Relations
- Internal Audit
- Legal Services Unit
- Security Unit
- Staff Clinic