This study investigated the level of physical facilities adequacy and instructional resources utilization for teaching and learning effectiveness in Technical and Vocational Education and Training (TVET) programmes. A quantitative research design was used, with a sample of 700 participants (85 lecturers and 615 students) which was randomly selected across three Federal Universities in South-South, Nigeria. Structured questionnaires were used to collect data from TVET lecturers and students. Mean, standard deviation and t-test were used for data analyses. Physical facilities were found to be inadequate for teaching and learning processes in TVET programmes. Also, instructional resources were found to be underutilized during teaching and learning in TVET programmes. One of the recommendations made for the study is that TVET managers should endeavour to collaborate with major stakeholders for the provision of funds that would assist in ensuring adequate provision of physical facilities for effective teaching and learning processes in TVET programmes. As such, this would further help to foster the conducive environment for teaching and learning of TVET courses, which in turn, would help in equipping students with the skills to pursue entrepreneurial careers and lifelong learning upon graduation.

The advancement of science and technology has improved system of learning and instruction; this has moved learning instruction to e-learning. Vocational and Technical Education as instrument for national development must join suit in this dynamic and evolving of instructional delivery, in order to achieve its purpose in the life of the people and the nation. The study examined the concept of VTE, emergence of e-learning, e-learning facilities, benefits of e-learning in Vocational and Technical education, challenges of e-learning application in VTE, strategies for improving e-learning application in VTE. In conclusion it was discovered that in spite of the relevance of e-learning in teaching and learning of VTE, teachers are not utilizing it, this is mainly due to the unavailability of facilities for e-learning and the inadequacy of the facilities where available, this is in addition to the fact that stakeholders are not providing enabling environment for it to thrive. It was recommended that government and stakeholders in education should provide facilities in e-learning, put policies in place to encourage the enforcement of e-learning in institutions, make internet connectivity priority in Universities, make adequate budgeting allocation for procurement and maintenance of facilities for e-learning among others.

Over the years the path to global development has been set up so as to address the developmental needs of every nation in the world. The dynamic nature of the society has consistently made this developmental trajectory to experience change that will meet the needs of the society. Trainings, practical, workshops and different hands on deck activities have been made available with vocational education for interested individuals to equip themselves based on dynamic nature of the society. Recent use of information technological device by different sectors of life has contributed its developmental quota to the society by making life tasks easy. Also, the contribution of information technology has solved lots of issues in diverse sector of life which could jeopardize the interest of the present and future generation. Thus, this paper used qualitative approach to ascertain the role of information technology for sustainable development in vocational education.