Technical and Vocational Education and Training (TVET) prepares people for the workforce. Due to
technical and economic developments, TVET courses must be updated to equip graduates for the changing workplace.
This article discusses TVET competency development and suggests ways to improve the curriculum. Industry
cooperation, learner-centered methods, evolving technology, and curriculum revision promote complete and up-to-date
skill learning. According to this research 300 study participants were selected using multistage sampling technique
(stratify, purposive and simple random). The western Nigerian state of Ogun with three senatorial districts was
studied. In each senatorial district the study chose one TVET institution with four departments. SPSS with multiple
linear regressions were used to analyze questionnaire data. Component factor analysis (68.957) and Cronbach's Alpha
(0.939) showed that the instrument was very reliable and consistent. The researchers found that independent variables
(industry collaboration, learner-centered approaches, emerging technologies, and with the exception of curriculum
redesign) have a significant effect on the dependent variable (Competence development), accounting for 78.9% of the
changes in the dependent variable. The remaining 21.1 percent could be attributed to variables not considered. The
independent factors had a combined significant influence on the dependent variable with a F statistic of 274.988 and a
significant value of less than 5%. The study recommends that policymakers, educational institutions, and stakeholders
should create a robust and adaptable TVET curriculum in response to the changing world of work and that curriculum
redesign via industry collaboration, learner-centered approach, and emerging technologies in technologically based
institutions should be integrated to enhance graduates' employability in the changing world of work.