INDUSTRY–ACADEMIA PERSPECTIVES ON ASSESSING AND CERTIFYING LIFELONG LEARNING COMPETENCIES IN CONSTRUCTION-RELATED TVET PROGRAMMES IN NIGERIA

By O. U. J. Ogheneruona

Abstract: The evolving nature of the construction industry demands professionals who possess not only technical expertise but also lifelong learning competencies such as adaptability, problem-solving, and continuous professional development. However, concerns remain regarding whether construction-related Technical Vocational Education and Training (TVET) programmes in Nigeria effectively assess and certify these competencies. This study investigates industry–academia perspectives on the assessment and certification of lifelong learning competencies in construction-related TVET programmes. A qualitative research design was adopted, involving semi-structured interviews with fourteen participants comprising seven TVET educators and seven construction industry professionals selected through purposive sampling. Data were analysed using thematic analysis supported by NVivo. The findings reveal a shared recognition among educators and industry professionals that lifelong learning competencies are critical for sustaining professional relevance in the construction sector. However, existing assessment practices remain largely examination-driven and insufficient for evaluating broader competencies such as adaptability, critical thinking, and collaborative problem-solving. Industry participants further indicated that current TVET certification systems often signal programme completion rather than verified workplace competence. The study also identified systemic constraints, including limited industry participation in assessment processes, inadequate training facilities, and weak institutional collaboration with the construction sector. The study argues that strengthening industry–academia partnerships, expanding workplace-based learning opportunities, and adopting competency-based certification frameworks are essential for aligning TVET outcomes with industry expectations. These reforms are crucial for ensuring that graduates of construction-related TVET programmes possess both technical proficiency and lifelong learning capabilities required for sustainable professional development.
Keywords: Lifelong learning competencies, construction-related TVET, competency-based assessment, industry–academia collaboration, TVET certification, Nigeria.