More than 500 candidates on Saturday took part in the entrance examination for admission into government-owned technical colleges across Delta State, in a development that highlighted growing interest in vocational and skills-based education among parents and young people.
The examination was conducted at the Model Technical College in Asaba and simultaneously at other designated technical colleges across the State. The exercise forms part of the admission process for prospective students seeking to begin technical education in Delta State.
The examination attracted candidates and their parents from different parts of the State, with education officials describing the turnout as an encouraging indication that families are increasingly recognising the importance of practical skills alongside conventional academic education.
The Permanent Secretary, Delta State Ministry of Technical Education, Dr. Anthony Okwunze, who monitored the exercise at the Model Technical College, Asaba, said the examination was intended to assess the candidates’ aptitude and determine their suitability for admission into the technical colleges.
Okwunze explained that the candidates began with English Language before proceeding to the next paper as part of the assessment process.
He expressed satisfaction with the turnout, noting that some parents had travelled considerable distances because they wanted their children to receive practical and technical training.
According to him, the decision by parents to seek technical education for their children represents a positive shift in attitude towards vocational learning.
He cited the example of a woman who travelled from Warri to Asaba to ensure that her child participated in the examination, describing the development as evidence of increasing interest in practical education.
The Permanent Secretary said the Ministry’s objective was to ensure that students who pass through the State’s technical colleges do not leave school with academic qualifications alone but also acquire useful skills that can help them become economically productive.
He explained that by the time students complete Senior Secondary School Three, they should have acquired at least one practical skill that could serve them in employment, entrepreneurship or further education.
The approach, he noted, would help young people remain productive while waiting for admission into higher institutions or seeking opportunities in the labour market.
The renewed emphasis on technical education comes against the background of Delta State’s broader investment in vocational training infrastructure. In February 2026, Governor Sheriff Oborevwori inaugurated the Model Technical College in Omadino, Warri South Local Government Area, describing technical and vocational education as an important avenue for tackling youth unemployment.
The State Government has also continued to expand its technical education infrastructure. In June, reports indicated that the newly constructed Model Technical College in Oghareki, Ethiope West Local Government Area, was nearing completion as part of the administration’s drive to strengthen technical and vocational education.
Delta’s technical education programme is also linked to broader efforts to equip young people with skills relevant to the labour market. The State has previously said its technical colleges have been involved in producing items including fabricated metal doors, hospital beds, furniture and other products, while vocational programmes have been aligned with emerging employment opportunities.
Okwunze commended Governor Oborevwori for supporting technical education and skills acquisition in the State, saying the administration’s investment would help young people acquire competencies needed in an increasingly technology-driven economy.
He added that the Ministry might organise a supplementary examination for prospective students who were unable to participate in Saturday’s exercise, depending on the number of applicants and the circumstances surrounding the admission process.
At the Model Technical College in Asaba, the examination was conducted in an orderly atmosphere. Teachers and other officials were deployed to supervise the candidates and ensure that the exercise proceeded without disruption.
A teacher at the institution, James Mele, said the examination would assist the school in identifying candidates with the aptitude required for technical education.
Mele described the exercise as successful, noting that the examination environment remained calm and conducive throughout the process.
One of the candidates, Bright Chukwuka, also expressed optimism about his performance. He said the questions were not particularly difficult and indicated that he expected to perform well.
For parents, however, the choice of a technical college was not simply about gaining admission. Some said they were attracted by the opportunity for their children to combine academic learning with practical training that could become useful later in life.
One of the parents, Tony Okwechime, said his decision to take his son to the Model Technical College was influenced by the boy’s interest in technical activities.
Okwechime said he had also heard positive reports about the institution before personally visiting the school to obtain the examination form.
His visit, he explained, strengthened his confidence in the institution, particularly after he observed what he described as a disciplined school environment.
He recalled seeing students who arrived late being assigned to clean parts of the school premises before returning to their classrooms.
For him, the practice demonstrated that discipline remained an important component of the school’s approach to education.
Okwechime also praised the security arrangements at the institution and urged the Government to establish more schools where students could acquire practical skills without sacrificing academic education.
Another parent, Mrs. Collins Racheal, expressed satisfaction with the conduct of the examination but called for improvements in some facilities at the school.
She specifically raised concerns about electricity and other basic infrastructure, saying some facilities needed attention and regular maintenance.
Racheal said her son’s interest in the school was one of the reasons she brought him for the examination. She encouraged other parents to consider technical education when making decisions about their children’s future.
Her concerns point to a broader issue facing technical education: the need to ensure that institutions have adequate workshops, equipment, electricity, classrooms and other facilities capable of supporting practical training.
Technical education depends heavily on facilities because students need opportunities to learn through practical exercises rather than relying solely on classroom instruction.
The National Board for Technical Education, which regulates technical and vocational education and training institutions in Nigeria, recognises technical colleges as part of the country’s formal technical education system.
The growing participation in Delta State’s entrance examination therefore reflects more than an admission exercise. It points to increasing attention being given to skills development at a time when young people need multiple pathways into employment, entrepreneurship and further education.
For the State Government, the challenge will be to sustain the momentum by ensuring that increased enrolment is matched with adequate teaching personnel, modern equipment, reliable electricity and properly maintained learning environments.
The success of technical education ultimately depends not only on the number of students admitted but also on the quality of training they receive and whether the skills acquired are relevant to real economic opportunities.
With more than 500 prospective students participating in Saturday’s examination, Delta State’s latest admission exercise provides another indication that technical and vocational education is gaining attention among families.
As the State continues to expand its technical education infrastructure, the expectation is that more young people will have access to practical training capable of preparing them for employment, entrepreneurship and further professional development.