Technical and Vocational Education and Training Programmes Alignment with Labour Market and Institutional Challenges in Selected Districts in Sierra Leone

Karim Theodore Bostock Mansaray^{1, 2}, Joseph James Mbavai¹, Samuel Joseph Bebeley³ and Prince Tongor Mabey^3,

¹Department of Teacher Education, School of Education, Njala University, Freetown, Sierra Leone

²Teaching Service Commission, Ministry of Basic and Senior Secondary Education, Sierra Leone

³Department of Health Education & Behavioural Science, School of Education, Njala University, Freetown, Sierra Leone

Cite this paper:
Karim Theodore Bostock Mansaray, Joseph James Mbavai, Samuel Joseph Bebeley and Prince Tongor Mabey. Technical and Vocational Education and Training Programmes Alignment with Labour Market and Institutional Challenges in Selected Districts in Sierra Leone. American Journal of Educational Research. 2026; 14(8):282-288. doi: 10.12691/education-14-8-3

Abstract

This study examined the extent to which Technical and Vocational Education and Training (TVET) programmes align with current labour market needs and identified the institutional factors influencing quality training delivery and the transition of youth into employment. A descriptive survey design employing a mixed-methods approach was adopted. Data were collected from 278 respondents comprising TVET students, graduates, tutors, employers, institutional staff, and other stakeholders selected through multi-stage sampling across four districts of Sierra Leone. Quantitative data were analysed using frequencies, percentages, mean scores, and Chi-square (χ²) tests, while qualitative data were analysed thematically. The findings revealed weak-to-moderate alignment between TVET programmes and labour market needs, with mean scores ranging from 2.74 to 3.12. The highest-rated indicators were TVET programmes preparing students for employment (M = 3.12) and improving income and career progression (M = 3.12), whereas alignment with local labour market needs (M = 2.74) and adequacy of training facilities (M = 2.76) received the lowest ratings. Significant associations were observed between industry involvement and curriculum alignment (χ² = 158.58, p < .001), curriculum satisfaction and teaching methods (χ² = 126.22, p < .001), and facilities adequacy and skill acquisition (χ² = 17.28, p < .001). Furthermore, the major challenge affecting graduates' transition to employment was limited employment opportunities and high unemployment (62.4%), while inadequate equipment and learning resources (69.0%) emerged as the leading institutional constraint. Institutional quality was significantly influenced by industry partnership and quality delivery (χ² = 139.86, p < .001), instructor qualification and professional development (χ² = 134.97, p < .001), and funding and institutional challenges (χ² = 128.53, p < .001). The study concludes that TVET enhances employability and livelihoods in Sierra Leone but is hindered by weak labour market linkages, inadequate resources, and limited industry support. It recommends stronger partnerships, improved investment, and increased youth participation to enhance programme effectiveness.

Keywords:
TVET labour-market alignment youth participation quality training skills mismatch work-based learning Sierra Leone

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