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A descriptive survey research design was adopted with 450 respondents drawn from VTE teachers/lecturers, government officials, industrialists, and community members. Data were collected using a validated 21-item Policy Initiative questionnaire, with internal consistency confirmed by Cronbach Alpha (0.82). Findings indicated 21 policy-formulation objectives and no significant mean rating differences at the 0.05 level; recommendations targeted governmental adoption for North Central VTE policy formulation.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/evolving-policy-initiatives-for-effective-vocational-technical-education-in-north-central-zone-nigeria/592524/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/evolving-policy-initiatives-for-effective-vocational-technical-education-in-north-central-zone-nigeria/592524.png","ImageObject",300,407,{"name":92,"@type":93},"McGucket","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the study?","Question",{"text":112,"@type":113},"The study focuses on evolving policy initiatives to achieve effective Vocational Technical Education (VTE) for sustainable development in Nigeria’s North Central Zone.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was data collected and validated?",{"text":117,"@type":113},"A 21-item Policy Initiative questionnaire was developed, validated, and used to collect data from 450 respondents across education, government, industry, and community groups.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the reliability testing show?",{"text":121,"@type":113},"Cronbach Alpha was used to assess internal consistency, and the questionnaire items produced a reliability coefficient of 0.82.",{"name":123,"@type":110,"acceptedAnswer":124},"Were there significant differences in respondents’ ratings?",{"text":125,"@type":113},"No significant differences were found in the mean ratings of respondents at the 0.05 level of significance.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},592524,1792191299,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":148,"preview_page_count":4},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Evolving Policy Initiatives for Effective Vocational Technical Education in North Central Zone, Nigeria  \nDanjumaA. Ombugus1 * ---Francis AdamsAngbre2  \n1Technical Education Department, College of Education, Akwanga, Nasarawa State, Ngeria 2Department of Agricultural Education, College of Education, Akwanga, Nasarawa State, Nigeria  \nAbstract  \nThe study focused on evolving policy initiatives for effective Vocational Technical  Education (VTE) on sustainable development. The study adopted a descriptive survey  research design and was carried out in North Central Geopolitical Zone of Nigeria. The  population for the study was 450 respondents (VTE teachers/lecturers, government  officials, industrialists, and community members) . Twenty one Policy Initiative items  questionnaire were developed, validated and utilized to collect data for the study.  Cronbach Alpha method was used in determining the internal consistency of the  questionnaire items. The reliability of the items revealed coefficient of 0.82. The study  found out that 21 items were regarded as major purposes / objectives of vocational  technical education and were rated as initiatives for policy formulation. It was found out  that there were no significant differences in the mean rating of the respondents at 0.05  level of significant. It was recommended that the findings in the study be utilized by  \n government for vocational technical education policy formulation in the North Central Zone of Nigeria.  \nKeywords: Policy initiative, Effective, Vocational technical education, North central zone.  \nThis work is licensed under a Creative Commons Attribution 3.0 License Asian Online Journal Publishing Group  \nContents  \n1. Introduction ...............................................................................................................................................................................15  \n2. Methodology ..............................................................................................................................................................................16  \n3. Discussion of the Findings ........................................................................................................................................................19  \n4. Conclusion..................................................................................................................................................................................19  \n5. Recommendations .....................................................................................................................................................................19  \nReferences ......................................................................................................................................................................................19  \n1. Introduction  \nVocational Technical Education is a type of education recognized internationally to provide skills for youths, adults and disengaged workers for the purpose of empowering them for employment to enable them earn some worthwhile material benefits to meet their needs (Ugwoke et al., 2013) . In the same vein, vocational technical education is defined in F.G.N (2013) as that aspect of education which leads to the acquisition of practical skills as well as basic scientific knowledge. It is a type of education meant for able citizens of a nation to empower them with relevant skills they could use to make vital contributions to the economy of their society. Contributing to the meaning of Vocational Technical Education earlier, UNESCO (2012) stated that it is an integral part of general Education, a means of preparing people for occupational fields and for effective participation in the world of work, an aspect of life-long learning and a preparation for responsible citizenship, an instrument for promoting sound sustainable development and method of facilitating poverty alleviation. In this study Vocational ","cbCaimdzK3jIvY3h","https://ap.wps.com/l/cbCaimdzK3jIvY3h","pdf",442214,"English","# Introduction\n# Methodology\n# Discussion of the Findings\n# Conclusion\n# Recommendations\n# References","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study focuses on evolving policy initiatives to achieve effective Vocational Technical Education (VTE) for sustainable development in Nigeria’s North Central Zone.\"},{\"question\":\"How was data collected and validated?\",\"answer\":\"A 21-item Policy Initiative questionnaire was developed, validated, and used to collect data from 450 respondents across education, government, industry, and community groups.\"},{\"question\":\"What did the reliability testing show?\",\"answer\":\"Cronbach Alpha was used to assess internal consistency, and the questionnaire items produced a reliability coefficient of 0.82.\"},{\"question\":\"Were there significant differences in respondents’ ratings?\",\"answer\":\"No significant differences were found in the mean ratings of respondents at the 0.05 level of significance.\"}]","Evolving Policy Initiatives for Effective Vocational Technical Education in North Central Zone, Nigeria | PDF",1792074770,18]