Perceived Importance of Industry Feedback in TVET Curriculum Development: An Ordered Logistic Regression Analysis of Sampled Nigerian TVET Lecturers

Abstract

This study investigates the extent to which industrial engagement influences TVET lecturers’ perceptions of the value of industry feedback in curriculum development. Drawing on data from a structured survey of 69 Nigerian TVET lecturers and employing an ordered logistic regression model, the analysis explores how two key engagement indicators any industry involvement (B1) and frequency of engagement (B3) affect the likelihood of rating industry feedback as important. The findings reveal a significant threshold effect: lecturers who have participated in any form of industrial engagement are more than four times as likely to value industry input as highly important (Odds Ratio = 4.18), while the frequency of engagement shows no statistically significant influence. These results underscore the transformative role of initial contact with industry, suggesting that a single, meaningful engagement can reshape educator attitudes and enhance the relevance of curriculum design. The study concludes with evidence-based policy recommendations, including mandating baseline engagement, institutionalizing feedback mechanisms, and embedding structured partnerships into accreditation and monitoring systems. Keywords: TVET, industry feedback, curriculum development, industrial engagement, workforce readiness