Public-Private Partnerships for Teacher Education and Employability in Nigeria: A Conceptual Review and Policy Framework

Abstract

Public-Private Partnerships are increasingly proposed as a strategy to address resource gaps and improve teacher employability in Nigeria, yet evidence on outcomes and governance risks remain fragmented. This conceptual review synthesises Nigerian peer-reviewed journals, TETFund and NBTE reports, and UNESCO project documents published between 2016 and 2024 to examine the role of PPPs in teacher education. Guided by Human Capital Theory, Social Capital Theory, and Institutional Theory, the review addresses two research questions: (1) the existing models of PPP in teacher training and TVET in Nigeria, and (2) the challenges and prospects of implementing PPP for teacher employability in Nigeria. Findings indicate that PPPs can enhance employability through curriculum alignment with industry needs, internships and practical training, and improved infrastructure for teacher training, particularly in technical and vocational contexts. However, significant challenges persist, including weak accountability and transparency in contracts and monitoring, exclusion of low-income learners, and the narrowing of teacher autonomy under performance-based models. The review concludes that PPPs are conditional arrangements whose effectiveness in Nigeria depends on strong regulation, transparent oversight, equity protections, and the inclusion of teacher organisations in governance. A Nigeria PPP-TE Framework with four pillars is proposed to guide policy at TETFund, UBEC, NBTE, and State Ministries of Education.