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The primary purpose of establishing Technical Vocational Education and Training (TVET) is to nurture job-ready graduates who can be employed and be self-employed. However, TVET has failed to achieve its objective due to a lack of knowledge and practical skills to fulfil job requirements. Overlooked was the school leaders' responsibilities in the implementation of the TVET policy. The study aimed to explore the responsibilities of school leaders in the implementation of TVET policy in Nigeria. The study used qualitative semi-structured interviews with school leaders in the TVET institutions in Nigeria. Thematic analysis was used to analyse the interview transcripts. The main themes obtained from the data was the awareness of TVET policy documents. Most of the participants are aware but do not border to go through the policy document. Some participants show concern that the TVET policy focuses on nurturing graduates with specific skills that will not allow career expansion later in life. Furthermore, on the mechanism to implement TVET policy, entrepreneurship education and industrial attachment will produce job-ready graduates. TVET policy had not been implemented successively in Nigeria. There are complaints from employers that TVET graduates lack practical skills and knowledge to fulfil job requirements. TVET school leaders need to be involved in a thorough implementation.
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