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ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue V, May 2026
Educational Management Practices for Enhancing Triple Helix
Partnerships in Building Inclusive Society Through Technical and
Vocational Education and Training in Rivers State Universities
Tambari Mtormabari Deebom (PhD)
1
, Patricia Ebele Oshebor (PhD)
2
, Ikiedideike Atonye Sofia (PhD)
3
1
Department of Industrial Technology Education Faculty of Education, Rivers State University, Port
Harcourt
2
Department of Educational Management Faculty of Education, University of Port Harcourt
3
Department of Industrial Technology Education Faculty of Education, Niger Delta University,
Wilberforce Island
DOI:
https://doi.org/10.51583/IJLTEMAS.2026.150500166
Received: 02 May 2026; Accepted: 08 May 2026; Published: 11 June 2026
ABSTRACT
The study examines educational management practices for enhancing triple helix partnerships in building
inclusive society through technical and vocational education training in Rivers State. Three questions were
answered with corresponding null hypotheses that were formulated and tested at 0.05 level of hypotheses guided
the study. The study employed the descriptive research survey design and was carried out in Rivers State
Universities. The population of the study was 180 respondents (Government = 18, Industries = 143, Universities
= 19). Due to small population size of the respondents, there was no sampling as the entire population was used
and hence, it was a census study. The instrument for data collection was a self-structure questionnaire tagged
“Educational Management Practices for Enhancing Triple Helix Partnerships Questionnaire (EMPETHPQ)”
which was design and patterned after a modified Likert – 4-point rating scale of agreement. The instrument was
validated and tested for reliability through test-retest method. A reliability coefficient of 0.83 was established
using Pearson Product Moment Correlation (PPMC) coefficient. Data collected were analysed using mean
descriptive statistics to answer the research questions while one way ANOVA was used to test the hypotheses.
The study found that educational management practices that enhance triple helix partnership in TVET are
resource allocation, curriculum management and monitoring, evaluation and quality assurance practices. Based
on the findings of the study, it was recommended among others that there should be equitable distribution of
financial resources among university, industry, and government partners in TVET programmes. There should be
collaboration between the university, industry and government when developing and reviewing TVET
curriculum to ensure that it captures the three tiers needs. The UIG should regularly supervise, monitored and
evaluate TVET programmes based on collaboration with university - industry - government.
Keywords: TVET, Educational Management Practices, Triple Helix, Partnerships, Inclusive Society
INTRODUCTION
The contributions of universities to national socioeconomic development and knowledge advancement have
become areas of increasing concern to scholars and educational stakeholders. In this knowledge-based society,
universities are expected to fulfill an ever-growing spectrum of roles such as: educating and training students,
conducting and disseminating excellent research, boosting productivity through collaborative relations with
external partners, contributing to the socioeconomic wellbeing of their localities and enhancing civic value in
the public realm (Sanchez, Uyarra & Kitagawa, 2016). However, the ability of universities to measure up to
societal expectations depends to a large extent on the availability of adequate funding. The fund is one of the
major resources that are needed to engender the provision of qualitative education. In the educational sector, for
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instance, the fund is needed to retain human resources, conduct research, procure, and maintain physical facilities
and so on. With the astronomical increase in student population in the universities, coupled with the fact that the
government’s funding is inadvertently decreasing, it becomes expedient for the universities to collaborate with
the industries, as well as the government, to take care of their numerous needs. This collaboration between the
government, industries, and institutions with the aim of contributing a sectional role to enhance the education of
students could be achieved through the partnership between the University – Industry – Government (UIG)
which is referred to as the triple helix model.
Triple Helix Model of university-industry-government (tripartite relationships) is any innovative approach
universities are adopting to explore partnerships with industries and government due to the paucity of funds in
implementing their objectives. Etzkowitz and Leydesdorff (1997) noted that this triadic relationship between
university-industry-government has been proven to work effectively for world class-research universities,
especially those that are faced with the draconian budget cut. The triple helix model refers to the collaboration
between university, industry, and government to foster innovation and economic development. This model can
also be applied to the field of educational administration and planning for advancement of Technical Vocational
Education and Training (TVET). The Triple Helix Partnership in Educational Management is a collaborative
model that brings together educational institutions, government agencies, and the private sector to improve
educational outcomes. This partnership aims to leverage the unique strengths and resources of each stakeholder
to address complex educational challenges in TVET. In thus study, the triple helix model is seen as a partnership
or a collaboration that brings the university system, the industries and the government together with the aim of
advancing TVET to achieve its aims and objectives. TVET is a practical oriented programme whose training
involves the three domains of learning (Affective, Cognitive and Psychomotor) which is always refers to as the
three Hs (Head, Heart and Hand). It then implies that TVET training could not be effective if adequate provisions
are not made for financial and material resources to address workshops, facilities and personnel. These according
to Etzkowitz and Leydesdorif (2000) could be achieved through partnerships.
Partnership simply means working together with others to achieve a common goal. Partnership can also provide
new opportunities for universities to reconfigure the way research gets funded, developed, marketed, delivered,
and supported. In a similar vein, Etzkowitz and Leydesdorif (2000) opined that the dynamic interactions among
the three key innovative actors’ university, industry, and government (UIG), will foster entrepreneurship,
innovation, and economic growth. According to Abreu and Grinerich (2013), with the triple helix synergy,
universities can become entrepreneurial, which can provide students with new ideas, skills and entrepreneurial
talents that will enable them to contribute to economic growth and job creation in a society that needs such
outcomes more than ever. The application of this relationship may go a long way to in achieving the aim of
entrepreneurship education in tertiary institutions as enshrined in national policy of education. Some of the core
achievement of triple helix model is creating an environment that (i) align curricula and training with evolving
industry needs, (ii) widen access for marginalized groups (women, persons with disabilities, rural youth), and
(iii) institutionalize shared governance, funding and quality-assurance mechanisms. However, the
implementation of this model (triple helix) is marred with challenges and factors which according to Oyeyinka
and Adebowale (2012) include inadequate funding (which limits joint research and innovation centre), low
industry engagement (which reduces practical research and employability outcomes), bureaucracy (which delays
partnerships and funding), weak innovation culture (which limits entrepreneurship and commercialization),
skills mismatch (which produces graduates that unfit for industrial needs), deficit of trust (which reduces
willingness to collaborate). Similarly, Ohia (2018) identified other factors to include shortage of infrastructure
(that hinders research and innovation), political interference (which distorts priorities), lack of coordination
platform (which weakens synergy among stakeholders), and weak policies (which causes lack of coordination
and intellectual property management) among others. Intellectual property management here refers to how
university in collaboration with industry and government handles ownership, protection and commercialization
of innovations developed through research.
The triple helix helps in the achievement and advancement of TVET educational aims and objectives. Hence,
educational management practices for the implementation of this model include innovation and technology
transfer facilitation that support research commercialization and spin-off projects in collaboration with industry
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partners and promoting incubation centers and start-up support structures for students and staff, monitoring,
evaluation, and quality assurance that implement systems to assess the effectiveness of partnerships and their
impact on student outcomes and using feedback to continuously improve programs and collaborations, resource
allocation and infrastructure management that ensures adequate funding, laboratories, workshops, and digital
resources to support industry-relevant training and also facilitate shared facilities for joint projects with industry
partners, stakeholder engagement and networking that builds relationships with local industries, government
agencies, and professional bodies to create partnership opportunities and organizes joint seminars, workshops,
and innovation challenges, and program coordination and curriculum management that helps in designing
competency-based programs that integrate practical experiences, internships, and entrepreneurship modules and
also regularly reviewing and updating the curriculum based on industry feedback and technological trends.
On the other hand, a triple collaboration of university-industry-government (UIG) partnership is a hybridization
of what Etzkowitz (2003) referred to as a “Triple Helix.” It is an inter-institutional flow that exists between
universities, the industry and government. Each of these institutions has roles to play. The universities play the
role of producing the required manpower that may help in solving societal problems through research, the
industry, in some cases provides the needed funds for the conduct of research and provision of facilities and also
absorb the manpower produced by universities by way of employment while government creates the enabling
environment for this partnership to thrive and yield the desired result. Recruitment of qualified personnel, design
of curriculum in line with industry and international standards are some of the obligations of the government
(Ohia, 2018). The environment where universities and industries operate is controlled by the government. It is
therefore important for the government to come up with initiatives that will encourage the growth of universities
and industries. These initiatives could be in the form of security, reduction of tax levies, protection of trademark
and intellectual property.
Similarly, Bagyo, Biemo, Satry and Sachi (2012) studies revealed that the Indonesian government through the
Directorate General of Higher Education (DGHE) launched a number of programmes, including laws to aid
universities’ research and other community services. Some of the laws include: law 25/2007 on investment which
provides land incentives and facilities for investment in specified industries, government regulation 35/2007
initiated by the Ministry of Research and Development providing tax incentive to drive industries to invest in
research and development, and the presidential decree enacted by the Ministry of Information geared towards
encouraging industries to invest in research and development (R&D). It was reported that these laws did not
yield the desired objectives. However, these efforts showed government’s willingness to initiate university-
industry-government partnership (Ohia, 2018). Based on these, it becomes imperative to examine educational
management practices for enhancing triple helix partnerships in building inclusive society through technical and
vocational education training in Rivers State.
Statement of the Problem
Educational management practices in TVET systems often fall short of developing and maintaining successful
university-industry-government partnerships that align training and curricula with changing industry needs,
expand access for marginalized groups (women, people with disabilities, and rural youth), and institutionalize
shared governance, funding, and quality-assurance mechanisms, despite the theoretical promise of Triple Helix
collaborations for innovation and social inclusion. The ability of TVET to create an inclusive society is
undermined by a number of persistent issues that are revealed by empirical studies of TVET-industry linkages
and institutional partnerships. These issues include unreliable financing arrangements, misaligned incentives
across the three helices, weak institutional coordination, and inadequate institutional leadership for partnership
management among others.
The implication is that when educational management practices are not intentionally designed to enable Triple
Helix collaboration, TVET institutions risk remaining peripheral to labour markets and innovation systems rather
than central actors for inclusive development. The consequences include persistent graduate unemployment or
underemployment, continued marginalization of vulnerable populations, inefficient public spending, and missed
opportunities for industry to co-invest in a skilled, diverse workforce. This weakens national and regional
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development efforts and undermines the potential of TVET to contribute to social inclusion and economic
resilience. It is based on these observed scenarios that this study seeks to examine educational management
practices for enhancing triple helix partnerships in building inclusive society through technical and vocational
education training in Rivers State.
Purpose of the Study
The purpose of the study is to examine educational management practices for enhancing triple helix partnerships
in building inclusive society through technical and vocational education training in Rivers State. Specifically,
the study seeks to find out how;
1. Resource allocation practice enhances triple helix partnerships in building inclusive society through
technical and vocational education training in Rivers State.
2. Curriculum management practice enhances triple helix partnerships in building inclusive society through
technical and vocational education training in Rivers State.
3. Monitoring, evaluations, and quality assurance practices enhance triple helix partnerships in building
inclusive society through technical and vocational education training in Rivers State.
Research Questions
The following questions were answered to guide the study.
1. What are the resource allocation practices that enhance triple helix partnerships in building inclusive society
through technical and vocational education training in Rivers State?
2. What are the curriculum management practices that enhance triple helix partnerships in building inclusive
society through technical and vocational education training in Rivers State?
3. What are the monitoring, evaluations, and quality assurance practices that enhance triple helix partnerships
in building inclusive society through technical and vocational education training in Rivers State?
Hypotheses
The following null hypotheses were formulated and were tested at 0.05 level of significant to guide the study.
1. There is no significant difference in the mean response of university, industry and government on the
resource allocation practices that enhance triple helix partnerships in building inclusive society through
technical and vocational education training in Rivers State.
2. There is no significant difference in the mean response of university, industry and government on the
curriculum management practices that enhance triple helix partnerships in building inclusive society
through technical and vocational education training in Rivers State.
3. There is no significant difference in the mean response of university, industry and government on the
monitoring, evaluations, and quality assurance practices that enhance triple helix partnerships in building
inclusive society through technical and vocational education training in Rivers State.
METHODOLOGY
The study adopted the descriptive research survey design and was carried out in Rivers State. The population of
the study was 180 respondents (Government = 18, Industries = 143, Universities = 19). Due to small population
size of the respondents, there was no sampling as the entire population was used and hence, it was a census study.
The instrument for data collection was a self-structure questionnaire tagged “Educational Management Practices
for Enhancing Triple Helix Partnerships Questionnaire (EMPETHPQ)” which was design and patterned after a
modified Likert – 4-point rating scale of Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree
(SD) with numerical values of 4, 3, 2 and 1 respectively. The instrument was validated and tested for reliability
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ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue V, May 2026
through test-retest method. A reliability coefficient of 0.83 was established using Pearson Product Moment
Correlation (PPMC) coefficient. Out of 180 copies that were distributed, only 167 copies were completely filled
and successfully retrieved were used for the study. Data collected were analysed using mean descriptive statistics
to answer the research questions. Item with mean score ranges between 2.50 – 3.49 was taken as “Agree (A)”
while item with mean score of 3.50 and above was considered as “Strongly Agree (SA)” and item with mean
score less than 2.50 was taken as “Disagree (D)”. The null hypotheses formulated were tested at 0.05 level of
significant using Analysis of Variance (ANOVA). The decision for the null hypotheses was that if the calculated
value of f (f-ratio) is less than the critical value of f (f-ratio), the null hypothesis was accepted but if the calculated
value of f (f-ratio) is equal to or greater than the critical value of f (f-ratio), the null hypothesis was rejected and
hence the Scheffe’s Post Hoc Multiple Comparison Test was used to determine significant group(s).
RESULTS
The results of the study were presented in Table 1 – 6 below.
Research Question 1: What are the resource allocation practices that enhance triple helix partnerships in
building inclusive society through technical and vocational education training in Rivers State Universities in
Rivers State?
Table 1: Response of University, Industries and Government on the Resource Allocation Practices that
Enhance Triple Helix Partnerships in Building Inclusive Society through TVET in Rivers State
Universities
S/N
Resource Allocation Practices that Enhance
Triple Helix Partnerships in Building
Inclusive Society through TVET Include
X
1
University.
X
2
Industry
X
3
Government
XAve
RMK
1
Adequate funding is provided by universities to
support collaborative TVET projects with
industry and government.
3.83
3.56
3.75
3.71
SA
2
There is equitable distribution of financial
resources among university, industry, and
government partners in TVET programmes.
3.04
3.82
3.43
3.43
A
3
Budgetary allocations for TVET are efficiently
managed to support innovation and inclusivity.
3.14
3.36
3.68
3.39
A
4
Universities regularly review funding strategies
to strengthen partnership-driven training
programmes.
3.69
3.72
3.41
3.61
SA
5
Industry partners contribute financial and
material support to TVET infrastructure.
3.65
3.61
3.42
3.56
SA
6
Government provides special grants or
incentives to support TVET collaboration with
universities and industries.
3.05
3.57
2.67
3.10
A
7
Resource allocation is transparent and jointly
monitored by university, industry, and
government representatives.
3.80
3.53
3.42
3.58
SA
8
Resource allocation policies promote inclusivity
and equal access for all groups in TVET
programmes.
3.41
3.26
3.18
3.28
A
Average Mean
3.45
3.55
3.37
3.46
A
Source: Researchers’ Field, 2025
Table 1 reveals the resource allocation practices that enhance triple helix partnerships in building inclusive
society through technical and vocational education training. The result from Table 1 shows that resource
allocation practices that enhance triple helix partnerships in building inclusive society through technical and
vocational education training include provision of adequate funding by universities to support collaborative
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TVET projects with industry and government, budgetary allocations for TVET are efficiently managed to
support innovation and inclusivity, universities regularly review funding strategies to strengthen partnership-
driven training programmes, resource allocation policies promote inclusivity and equal access for all groups in
TVET programmes, and that industry partners contribute financial and material support to TVET infrastructure
among others The result shows that the respondents agree that resource allocation practices enhances triple helix
partnerships in building inclusive society through technical and vocational education training with an average
mean values of 3.45, 3.55 and 3.37 respectively.
Research Question 2: What are the curriculum management practices that enhance triple helix partnerships in
building inclusive society through technical and vocational education training in Rivers State?
Table 2: Response of University, Industries and Government on the Curriculum Management Practices
that Enhance Triple Helix Partnerships in Building Inclusive Society through TVET in Rivers State
Universities
S/N
Curriculum Management Practices that
Enhance Triple Helix Partnerships in
Building Inclusive Society through TVET
Include
X
1
University.
X
2
Industry
X
3
Government
XAve
RMK
9
Curriculum review in TVET programmes
involves inputs from industry and government
experts.
3.47
3.53
3.22
3.41
A
10
The curriculum integrates entrepreneurial and
innovation skills based on industry
requirements.
3.61
3.93
3.35
3.63
SA
11
There is periodic review of the curriculum to
meet emerging labour market demands.
3.22
3.94
3.73
3.63
SA
12
The curriculum includes practical learning
modules supported by industry collaboration.
3.17
3.52
3.97
3.55
SA
13
University–industry partnerships influence the
design and implementation of TVET courses.
3.64
3.26
3.25
3.38
A
14
The curriculum supports inclusivity by
integrating gender-sensitive and disability-
friendly learning content.
3.53
3.64
3.54
3.57
SA
15
The curriculum is developed using
competency-based approaches in consultation
with employers.
3.64
3.81
3.74
3.73
SA
16
Industry experts contribute to course delivery
through guest lectures, workshops, and
seminars.
3.50
3.88
3.12
3.50
SA
17
The curriculum promotes collaboration with
government agencies for national skills
development goals.
3.13
3.58
3.09
3.27
A
18
Effective curriculum management practices
promote inclusive innovation and societal
development.
3.61
3.19
3.87
3.56
SA
Average Mean
3.45
3.63
3.49
3.52
SA
Source: Researchers’ Field, 2025
Table 2 reveals the curriculum management practices that enhance triple helix partnerships in building inclusive
society through technical and vocational education training. The result from Table 2 shows that curriculum
management practices that enhance triple helix partnerships in building inclusive society through technical and
vocational education training include periodic review of the curriculum to meet emerging labour market
demands, curriculum is developed using competency-based approaches in consultation with employers,
curriculum management practices promote inclusive innovation and societal development, university–industry
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partnerships influence the design and implementation of TVET courses, and that curriculum supports inclusivity
by integrating gender-sensitive and disability-friendly learning content among others The result shows that the
respondents agree that curriculum management practices enhances triple helix partnerships in building inclusive
society through technical and vocational education training with an average mean values of 3.45, 3.63 and 3.49
respectively.
Research Question 3: What are the monitoring, evaluations, and quality assurance practices that enhance triple
helix partnerships in building inclusive society through technical and vocational education training in Rivers
State?
Table 3: Response of University, Industries and Government on Monitoring, Evaluations, and Quality
Assurance Practices that Enhance Triple Helix Partnerships in Building Inclusive Society through TVET
in Rivers State Universities
S/N
Monitoring, Evaluations, and Quality
Assurance Practices that Enhance Triple
Helix Partnerships in Building Inclusive
Society through TVET Include
X
1
University.
X
2
Industry
X
3
Government
XAve
RMK
19
Stakeholders are involved in monitoring
programme implementation and outcomes.
3.67
3.70
3.67
3.68
SA
20
Monitoring reports are shared among
university, industry, and government
stakeholders for review.
3.11
2.05
2.52
2.56
A
21
The university has a monitoring framework
for tracking collaboration outcomes in
TVET.
3.51
3.12
2.81
3.15
A
22
Monitoring practices involve evaluating the
inclusivity of training programmes for
marginalized groups.
3.86
3.94
3.57
3.79
SA
23
There is regular supervision of student
internships and industrial attachments.
3.91
3.63
3.06
3.53
SA
24
The university regularly conducts
evaluation of TVET programmes in
collaboration with industry and
government.
3.33
3.24
3.17
3.25
A
25
Evaluation criteria are based on both
academic outcomes and industry skill
requirements.
3.40
3.01
2.93
3.11
A
26
Evaluation reports are disseminated to all
triple helix partners for informed decision-
making.
3.01
3.51
3.56
3.36
A
27
Evaluation findings are used to revise and
improve the TVET curriculum.
3.11
3.34
3.28
3.24
A
28
The university has an internal quality
assurance (QA) unit overseeing TVET
programmes.
3.14
3.89
3.52
3.52
SA
29
QA processes involve industry and
government representatives in accreditation
and validation of programmes.
3.76
3.87
2.98
3.54
SA
30
Quality assurance policies promote
continuous improvement in teaching and
learning processes.
3.55
2.81
3.54
3.30
A
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31
The QA unit collaborates with government
regulatory bodies (e.g., NBTE, NUC) to
maintain standards.
3.80
3.63
2.78
3.40
A
32
Quality assurance enhances trust and long-
term collaboration among triple helix
partners.
3.51
3.79
3.03
3.44
A
Average Mean
3.48
3.40
3.17
3.35
A
Source: Researchers’ Field, 2025
Table 3 reveals the monitoring, evaluations, and quality assurance practices that enhance triple helix partnerships
in building inclusive society through technical and vocational education training. The result from Table 3 shows
that monitoring, evaluations, and quality assurance practices that enhance triple helix partnerships in building
inclusive society through technical and vocational education training include stakeholders are involved in
monitoring programme implementation and outcomes, university has a monitoring framework for tracking
collaboration outcomes in TVET, there is regular supervision of student internships and industrial attachments,
evaluation reports are disseminated to all triple helix partners for informed decision-making, and that quality
assurance unit collaborates with government regulatory bodies (e.g., NBTE, NUC) to maintain standards among
others. The result shows that the respondents agree that monitoring, evaluations, and quality assurance practices
enhances triple helix partnerships in building inclusive society through technical and vocational education
training with an average mean value of 3.48, 3.40 and 3.17 respectively.
Hypotheses
The following null hypotheses were formulated and were tested at 0.05 level of significant to guide the study.
There is no significant difference in the mean response of university, industry and government on the resource
allocation practices that enhance triple helix partnerships in building inclusive society through technical and
vocational education training in Rivers State.
Table 4: Summary of ANOVA on Resource Allocation Practices that Enhance Triple Helix
Partnerships in Building Inclusive Society through Technical and Vocational Education Training in
Rivers State.
Source of
Variation
Sum of Squares
(SS)
Degree of
Freedom (df)
Mean of Square
(MS)
F-cal
F-crit
Remark
Between Groups
124.01
2
31.33
1.93
3.00
Accepted
Within Groups
11883
178
21.45
Total
12,007.01
180
Source: Researcher’s Field Data; 2025 Significant at .05, df = 2 and 178
From the F-distribution table, the critical value of F with 2 and 178 degrees of freedom at 0.05 level of significant
is .3.00. Since the computed F-value of 1.93 is less than the critical value of F (3.00), the null hypothesis was
accepted. This implies that there is no significant difference in the mean response of university, industry and
government on the resource allocation practices that enhance triple helix partnerships in building inclusive
society through technical and vocational education training in Rivers State.
There is no significant difference in the mean response of university, industry and government on the curriculum
management practices that enhance triple helix partnerships in building inclusive society through technical and
vocational education training in Rivers State
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Table 5: Summary of ANOVA on Curriculum Management Practices that Enhance Triple Helix
Partnerships in Building Inclusive Society through Technical and Vocational Education Training in
Rivers State.
Source of
Variation
Sum of Squares
(SS)
Degree of Freedom
(df)
Mean of
Square (MS)
F-cal
F-crit
Remark
Between Groups
121.06
2
34.61
2.18
3.00
Accepted
Within Groups
8477.36
178
19.07
Total
9,544.59
180
Source: Researcher’s Field Data; 2025 Significant at .05, df = 2 and 178
From the F-distribution table, the critical value of F with 2 and 178 degrees of freedom at 0.05 level of significant
is .3.00. Since the computed F-value of 2.18 is less than the critical value of F (3.00), the null hypothesis was
accepted. This implies that there is no significant difference in the mean response of university, industry and
government on the curriculum management practices that enhance triple helix partnerships in building inclusive
society through technical and vocational education training in Rivers State.
3. There is no significant difference in the mean response of university, industry and government on the
monitoring, evaluations, and quality assurance practices that enhance triple helix partnerships in building
inclusive society through technical and vocational education training in Rivers State
Table 6: Summary of ANOVA on Monitoring, Evaluations, and Quality Assurance Practices that Enhance
Triple Helix Partnerships in Building Inclusive Society through Technical And Vocational Education
Training in Rivers State.
Source of
Variation
Sum of Squares
(SS)
Degree of Freedom
(df)
Mean of
Square (MS)
F-cal
F-crit
Remark
Between Groups
263.08
2
88.00
5.23
3.00
Accepted
Within Groups
9310.13
178
16.81
Total
9,573.21
180
Source: Researcher’s Field Data; 2025 Significant at .05, df = 2 and 178
From the F-distribution table, the critical value of F with 2 and 178 degrees of freedom at 0.05 level of significant
is .3.00. Since the computed F-value of 5.23 is greater than the critical value of F (3.00), the null hypothesis was
rejected. This implies that there is a significant difference in the mean response of university, industry and
government on the monitoring, evaluation and quality assurance practices that enhance triple helix partnerships
in building inclusive society through technical and vocational education training in Rivers State.
The table below shows the result of Scheffe’s multiple comparisons test to determine pair-wise difference among
the groups.
Table 7: Scheffe’s Post Hoc Multiple Comparison Test
Source: Researcher’s Field Data; 2025
Compared Groups
Paired Groups
F-crit
Absolute F-Values
Remark
X
1
– X
2
University Vs Industry
3.17
Significant
X
1
– X
3
University Vs Government
3.00
2.18
Not Significant
X
2
– X
3
Industry Vs Government
1.35
Not Significant
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Result from Table 7 revealed that significant difference exists between three one group which include university
and industry. Hence the Post-Hoc Multiple Comparison Test was significant with value of 3.17 which is greater
than the F-critical value of 3.00 at degree of freedom 2 and 178.
DISCUSSION OF FINDINGS
The result from Table 1 shows that resource allocation practices that enhance triple helix partnerships in building
inclusive society through technical and vocational education training include provision of adequate funding by
universities to support collaborative TVET projects with industry and government, budgetary allocations for
TVET are efficiently managed to support innovation and inclusivity, universities regularly review funding
strategies to strengthen partnership-driven training programmes, resource allocation policies promote inclusivity
and equal access for all groups in TVET programmes, and that industry partners contribute financial and material
support to TVET infrastructure among others The result shows that the respondents agree that resource allocation
practices enhances triple helix partnerships in building inclusive society through technical and vocational
education training. This finding is in line with Osagie (2024) Ebiere (2023) and Nduka (2021) who found that
in area of resource sharing and capacity building; triple helix partnerships significantly improve the quality and
availability of educational facilities. This includes constructing modern classrooms, laboratories, and digital
libraries. The authors affirmed that the Bayelsa State government's collaboration with universities and private
sector stakeholders has resulted in policies that promote sustainable practices in educational infrastructure
development, such as the use of renewable energy sources in schools.
The result from Table 2 shows that curriculum management practices that enhance triple helix partnerships in
building inclusive society through technical and vocational education training include periodic review of the
curriculum to meet emerging labour market demands, curriculum is developed using competency-based
approaches in consultation with employers, curriculum management practices promote inclusive innovation and
societal development, university–industry partnerships influence the design and implementation of TVET
courses, and that curriculum supports inclusivity by integrating gender-sensitive and disability-friendly learning
content among others The result shows that the respondents agree that curriculum management practices
enhances triple helix partnerships in building inclusive society through technical and vocational education
training. The finding of this study agrees with that of Oluwatoyin, Olamide and Olumakinde (2025) who found
that involving industry partners in curriculum development review was the strongest predictor of industrial
engagement and graduate employment of TVET and that curriculum management that involves university –
industry and government (UIG) will therefore benefit TVET institutions, NBTE, NIPOF, State and Federal
ministries of education, industry owners and policy makers.
The result from Table 3 shows that monitoring, evaluations, and quality assurance practices that enhance triple
helix partnerships in building inclusive society through technical and vocational education training include
stakeholders are involved in monitoring programme implementation and outcomes, university has a monitoring
framework for tracking collaboration outcomes in TVET, there is regular supervision of student internships and
industrial attachments, evaluation reports are disseminated to all triple helix partners for informed decision-
making, and that quality assurance unit collaborates with government regulatory bodies (e.g., NBTE, NUC) to
maintain standards among others. The result shows that the respondents agree that monitoring, evaluations, and
quality assurance practices enhances triple helix partnerships in building inclusive society through technical and
vocational education training. The finding of this study corroborates with Oguzor (2011) stated that TVET
effectiveness is an induction of the impact of a group of activities performed on the achievement or attainment
of intended learning outcome which otherwise is achieved through effective and adequate monitoring,
evaluation, supervision and quality assurance. the finding also corroborates with (Seyi, 2014; Nwogu &
Nwanoruo, 2011; & Nwachukwu, 2013) who found affirmed that TVET is faced with a lot of challenges ranging
from inadequate or mismanagement of funds, inadequate infrastructure, inadequate implementation of
curriculum, and lack of follow-up and continuity in government policies and students on internships and
industrial training.
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CONCLUSION
The study examines educational management practices for enhancing triple helix partnerships in building
inclusive society through technical and vocational education training in Rivers State. It was found from the study
that resource allocation practices, curriculum management practices, and monitoring, evaluation and quality
assurance practices are some of the educational management practices that enhances triple helix partnerships in
building inclusive society through technical and vocational education training in Rivers State.
RECOMMENDATIONS
The following recommendations were made based on the findings of the study.
1. There should be equitable distribution of financial resources among university, industry, and government
partners in TVET programmes.
2. There should be collaboration between the university, industry and government when developing and
reviewing TVET curriculum to ensure that it captures the three tiers needs.
3. The UIG should regularly supervise, monitored and evaluate TVET programmes based on collaboration with
university - industry - government.
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MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue V, May 2026
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