National Universities Commission, NUC
Nigerian Universities Have Not Expired, Only Teaching Methods, Professor Tells Ojuolape
Emeritus professor argues that outdated curriculum delivery, not university courses, is responsible for graduates’ skills gaps
A Professor Emeritus of Human Capital and Comparative Education, Olawale Adetokunbo Ajayi, has faulted the claim that most courses offered by Nigerian universities have become obsolete, arguing that the major problem lies in outdated teaching methods, inadequate practical training and poor implementation of education reforms.
Ajayi, a former Dean of the Faculty of Education, made the submission in a rejoinder to an article by Adesola Adefemi Ojuolape titled “Most Courses in Nigeria’s Universities Have Expired,” in which the writer criticised the relevance of university programmes to contemporary economic realities and employment opportunities.
While acknowledging the concerns raised by Ojuolape, the professor maintained that declaring university courses obsolete could mislead students and parents into abandoning valuable academic disciplines instead of demanding reforms that would make them more relevant to the modern economy.
He described Ojuolape’s argument as 70 per cent correct but incomplete, insisting that the distinction between an outdated course and an outdated method of teaching it was critical to the future of Nigerian higher education.
According to him, disciplines such as Philosophy, History, Sociology, Religious Studies and Literature remain relevant globally, with graduates of these programmes finding opportunities in technology, consulting, international development, research and other sectors.
“My dear Adesola, no course is inherently expired. It is the delivery that has expired,” Ajayi argued.
He cited universities such as Harvard University, the University of Oxford and the National University of Singapore as examples of institutions that continue to teach traditional academic disciplines while integrating modern analytical tools, practical applications and industry-relevant competencies into their programmes.
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The professor argued that the same discipline could produce vastly different outcomes depending on how it was taught, the resources available to students and the opportunities provided for practical experience.
Using History as an example, he contrasted an approach centred on memorising historical dates with one that incorporates geographical information systems, digital archiving, oral history and documentary filmmaking.
He said the latter approach could equip graduates with skills applicable to cultural preservation, digital media, research and documentary production.
Ajayi also referred to Germany’s dual vocational education model, which combines classroom instruction with workplace experience, to demonstrate the importance of connecting academic learning with the demands of industry.
He maintained that Nigeria’s challenge was not necessarily a shortage of relevant courses but a failure to implement reforms designed to bridge the gap between theoretical knowledge and practical competence.
Despite challenging Ojuolape’s central argument, Ajayi agreed that Nigerian universities face serious problems in curriculum delivery, employability and the commercial sustainability of some academic programmes.
He criticised what he described as the continued dominance of theoretical instruction over practical learning, arguing that graduates needed more opportunities to apply classroom knowledge to real-world problems.
The professor also expressed concern about the failure of some lecturers to update their teaching materials and methods in response to technological and economic changes.
Reflecting on his years in academia, Ajayi admitted that some lecturers had continued to rely on teaching notes that were developed decades earlier.
He described such practices as a failure of the education system to prepare successive generations of students adequately for contemporary challenges.
The academic further questioned the cost structure of some university programmes, particularly where institutions charged substantial fees without providing adequate practical facilities, industry exposure or specialised learning resources.
He argued that universities must demonstrate the value they offer students rather than relying solely on the prestige of academic qualifications.
However, he cautioned against treating every humanities or social science programme as economically useless simply because it did not require expensive laboratories or specialised equipment.
As part of his recommendations, Ajayi urged Nigerian universities to adopt what he described as a triple-helix model that would connect classroom learning, industry and community problem-solving.
Under the proposed approach, departments would be expected to develop practical projects that allow students to apply their knowledge while addressing real-world needs.
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For instance, he suggested that Mass Communication departments could operate campus radio stations, Sociology departments could establish data centres serving local governments, while Theatre Arts departments could develop digital production studios.
He argued that such initiatives would help students acquire practical experience before graduation while creating opportunities for departments to generate revenue and serve their communities.
Ajayi maintained that universities should move beyond producing graduates who possess theoretical knowledge but struggle to demonstrate their competence in professional environments.
He also called for stronger implementation of the National Universities Commission’s Core Curriculum and Minimum Academic Standards, known as CCMAS, which provides a framework for undergraduate curriculum development.
According to him, the effectiveness of such reforms depends on how consistently universities translate policy provisions into actual teaching, learning and assessment practices.
The professor also called for mandatory professional development for university lecturers, arguing that academic staff must continually update their knowledge and acquire skills relevant to changing professional environments.
He proposed that lecturers should undertake industry placements and demonstrate new competencies as part of their career development.
Ajayi argued that academic promotion should not depend exclusively on journal publications but should also recognise practical projects, professional certifications and evidence of engagement with industry.
He cited digital tools such as Turnitin, SPSS, Canva and learning management systems as examples of technologies that could support modern teaching, research and assessment.
The professor maintained that lecturers who fail to adapt risk leaving students poorly equipped for workplaces increasingly shaped by digital technology and artificial intelligence.
Ajayi advised university students against viewing academic qualifications and practical skills as competing alternatives.
Instead, he encouraged them to combine specialist knowledge in their chosen disciplines with complementary competencies that could improve their employability.
He suggested that Sociology students could pursue data analytics, History students could learn documentary filmmaking, while English graduates could develop copywriting and digital communication skills.
According to him, the approach would produce graduates with deep knowledge in one discipline and broader capabilities across other areas.
He argued that a university degree could remain valuable if students used their years of study to build both academic knowledge and demonstrable practical competence.
The professor also urged parents to look beyond course titles when selecting institutions for their children, advising them to investigate the quality of teaching, available facilities, industry partnerships and practical opportunities offered by individual universities.
He maintained that the same academic programme could produce different career outcomes depending on the quality of the institution delivering it.
On government policy, Ajayi called for a funding approach that rewards universities for demonstrable results rather than relying predominantly on student enrolment figures.
He proposed that institutions and departments should be assessed on their contributions to innovation, entrepreneurship and the resolution of community problems.
He argued that higher education funding should support practical learning facilities, research infrastructure and programmes that connect universities with industry.
The professor also identified an opportunity for Ojuolape’s intervention to stimulate a broader national debate on graduate employability and curriculum reform.
He suggested that universities should publish employment outcomes for their graduates and that relevant agencies should strengthen monitoring of academic standards and practical training.
Such measures, he argued, would help parents, prospective students and policymakers make better-informed decisions about university education.
Ajayi cautioned that interpreting Ojuolape’s article as a call to abandon traditional academic disciplines could have unintended consequences.
He argued that technical competence without critical thinking, historical awareness, ethical judgement and communication skills could leave graduates ill-equipped to contribute responsibly to society.
He warned against creating an education system in which students from less privileged backgrounds were channelled towards basic vocational occupations while children from wealthier families retained access to advanced academic and technological opportunities.
According to him, vocational and technical education deserve respect, but they should complement rather than replace a broad and balanced education system.
“Skills without citizenship breeds skilled criminals,” he argued, stressing the importance of combining professional competence with ethical and civic responsibility.
He urged policymakers to pursue reforms that give students access to both academic knowledge and practical skills, irrespective of their social or economic backgrounds.
Concluding his rejoinder, Ajayi commended Ojuolape for drawing attention to the problems facing Nigerian universities but urged him to distinguish between the failure of an education system and the value of education itself.
“We built this system. We must reform it, not burn it,” he said.
He added that the goal should be to produce graduates who can combine education with practical competence to lead, innovate and contribute to national development.
The rejoinder therefore shifts the debate from whether university courses should be scrapped to how Nigerian institutions can improve teaching quality, strengthen practical training and ensure that graduates possess skills relevant to the changing economy.
Editorial note: The statistics and international comparisons cited in the original rejoinder have been attributed to its author and have not been independently verified for this report.
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