DUAL MANDATE POLICY AND THE FUTURE OF ELECTRICAL/ELECTRONIC TECHNOLOGY TEACHER EDUCATION IN NIGERIAN COLLEGES OF EDUCATION

By B. Abubakar, I. M. Dawasa & N. Bawa

Abstract: Teacher education in Technical and Vocational fields plays a significant role in preparing teachers who can promote practical skill development and technological advancement. In Nigeria, recent policy reforms have introduced dual mandate in selected Colleges of Education, allowing these institutions to award both the Nigeria Certificate in Education (NCE) and Bachelor’s degree simultaneously. This development represents a major shift in the structure and expectations of teacher preparation, particularly in technical and vocational programmes such as Electrical/Electronic Technology Education. This paper examines the implications of the dual mandate policy for the future of Electrical/Electronic Technology Teacher Education in Nigerian Colleges of Education. The paper adopts a conceptual approach based on the review and analysis of relevant literature on teacher education, technical and vocational education, and policy reforms in Nigerian Colleges of Education. The paper explores the objectives of dual mandate policy and discusses its potential influence on curriculum development, instructional practices, teacher competence, and skills training in Electrical and Electronic Technology Education. It also highlights emerging issues that may affect the effective implementation of the policy, including adequacy of qualified personnel, availability of modern laboratories and workshops, curriculum alignment for NCE and degree programmes, and the need for stronger industry collaboration. The paper argues that the successful implementation of dual mandate policy will depend largely on the ability of Colleges of Education to strengthen their technical teacher education programmes to meet the demands of both academic and practical training. It concludes that Electrical and Electronic Technology Teacher Education must be strategically repositioned through curriculum innovation, improved facilities, and continuous professional development of lecturers in order to sustain quality teacher preparation under the dual mandate system. The paper therefore recommends collaborative efforts among government agencies, teacher education institutions, and industry stakeholders to ensure that the policy contributes meaningfully to the development of competent technical teachers and skilled manpower in Nigeria.
Keywords: Dual Mandate Policy; Electrical/Electronic Technology Education; Teacher Education; Nigerian Colleges of Education.