The purpose of the study is to re-engineer vocational and technical education for sustainable development in the North Central Geo-Political Zone in Nigeria. The research design adopted was a survey inferential type. Stratified random was used to select 36 schools out of 98 schools while 920 students out of 3680 students were sampled. The data gathering instrument was (VTESDQ) Vocational and Technical Educational Sustainable Development Questionnaire (VTESDQ). Four hypotheses were formulated and tested at 0.5 level of significance. The collected data were analyzed using Pearson Product Moment Correlational Statistics. The findings revealed that vocational and technical education significantly affects sustainable development. It was recommended that the content of VTE must be related to the requirements of the labour market and that VTE institutions should be sited close to the rural populace and their programmes should reflect the community's culture.