The Role of Technical and Vocational Education and Training in Achieving Sustainable Development Goal 13 in Taraba State Polytechnic

Abstract

Climate change presents significant threats to environmental sustainability, economic stability, and human development, particularly in developing nations such as Nigeria. Sustainable Development Goal 13 (SDG 13) emphasizes the need for urgent action to combat climate change and strengthen climate resilience. Technical and Vocational Education and Training (TVET) has emerged globally as a strategic tool for equipping individuals with practical competencies, green skills, and climate literacy required to address these environmental challenges. This study examines the role of TVET in achieving SDG 13 in Taraba State Polytechnic, Taraba State, Nigeria, with emphasis on the integration of climate-responsive skills, institutional capacity, and sustainability practices within the School of Environmental Studies. A mixed-methods research design was adopted, combining descriptive survey and documentary analysis. Using Krejcie and Morgan’s (1970) sample size determination, 103 respondents comprising academic staff, administrative staff, technical staff, and students were selected through stratified random sampling, and 95 completed questionnaires were retrieved and analyzed. Quantitative data were processed using descriptive statistics, including mean, standard deviation, and frequency distributions. Additionally, relevant policy documents, scholarly publications, and national climate frameworks were reviewed to support data interpretation. Results reveal that TVET programs significantly promote environmental awareness among students and staff (mean = 4.64), indicating strong institutional efforts in climate sensitization. Respondents also affirmed TVET’s potential to enhance green jobs and sustainable livelihoods (mean = 4.18) and highlighted broad public support for climate-responsive TVET initiatives (mean = 4.73). However, the study identifies moderate integration of climate change mitigation strategies into the curriculum (mean = 3.44) and limited policy support for sustainability inclusion (mean = 3.27). Funding inadequacies (mean = 2.96) emerged as a major barrier, consistent with national literature that links weak financing to poor TVET performance. The study concludes that while TVET at Taraba State Polytechnic demonstrates strong potential to contribute to SDG 13 through awareness creation and emerging green-skill initiatives, substantial reforms are required to enhance its climate-responsive capacity. Curriculum modernization, investment in renewable-energy and sustainability infrastructure, capacity building for instructors, strengthened policy alignment, and multi-stakeholder partnerships to position the polytechnic as a regional leader in climate action and green-skills development are recommended.