Nigerian Universities Producing Certificate Holders, Not Problem-Solvers, Says Ojuolape

Nigerian Universities Producing Certificate Holders, Not Problem-Solvers, Says Ojuolape

Public affairs analyst calls for urgent curriculum overhaul, stronger industry partnerships and skills-based education

A public affairs analyst and human capital development advocate, Mr Adesola Adefemi Ojuolape, has called for a comprehensive overhaul of Nigeria’s university education system, warning that outdated curricula and excessive emphasis on certificates are leaving many graduates without the practical skills required to compete in the modern labour market.

Ojuolape argued that several academic programmes in Nigerian universities needed urgent reassessment to ensure their relevance to the country’s economic needs, technological advancement and changing employment opportunities.

In a commentary on the state of university education, he expressed concern that the country continued to produce large numbers of graduates without adequately equipping them with the practical knowledge, entrepreneurial abilities and problem-solving skills needed to secure employment or establish sustainable businesses.

According to him, the growing disconnect between university education and the demands of industry has contributed to graduate unemployment, underemployment and frustration among young Nigerians.

He maintained that obtaining a university degree should not be the ultimate objective of education, stressing that graduates must also possess demonstrable skills that enable them to create value, solve practical problems and contribute meaningfully to national development.

Ojuolape said the persistence of outdated teaching methods and curricula had weakened the capacity of some academic programmes to prepare students for the realities of the 21st-century economy, which increasingly depends on technology, innovation, productivity and entrepreneurship.

He called on the Federal Government and the National Universities Commission (NUC) to review existing programmes and identify those requiring modernisation, restructuring, merger or discontinuation.

The analyst also urged universities to strengthen practical training and establish functional skills acquisition centres, technology hubs and entrepreneurship laboratories to complement classroom instruction.

He said universities should build stronger partnerships with industries and employers to ensure that academic programmes reflect current workplace requirements and emerging economic opportunities.

Ojuolape further challenged university administrators and lecturers to update their knowledge and teaching methods, arguing that the rapid pace of technological change had made continuous professional development essential.

He expressed concern that students could spend several years pursuing degrees without acquiring the practical competencies needed to translate their qualifications into employment, entrepreneurship or other productive ventures.

To illustrate his argument, he compared the conventional four-year university route with the possibility of acquiring marketable technical or digital skills within a shorter period, depending on the field and the learner’s commitment.

He identified software development, data analytics, artificial intelligence, cybersecurity, digital marketing, graphic design, renewable energy installation, fashion design, catering, agriculture and other technical trades as areas in which young people could develop commercially useful competencies.

However, he stressed the need for students to make informed educational choices based on their interests, abilities and the practical opportunities available in their chosen fields.

The advocate also called on parents to reconsider the pressure they sometimes place on their children to obtain university admission or pursue particular courses for reasons of family prestige rather than suitability or career prospects.

He advised parents to examine the relevance of academic programmes and the opportunities they offer before committing their resources to university education.

For students, Ojuolape recommended careful consideration of career options, market demands and opportunities for acquiring practical skills, rather than pursuing admission simply to obtain graduate status.

He argued that technical and vocational education should receive greater recognition and investment, noting that skilled workers and entrepreneurs could make significant contributions to economic growth and job creation.

According to him, the ability to solve problems, provide services and create economic value should become a central consideration in evaluating the effectiveness of education.

Ojuolape warned that without substantial reforms, Nigeria risked continuing to produce graduates whose qualifications did not adequately match available employment opportunities or the practical needs of businesses and industries.

He therefore called for a shift from a predominantly certificate-driven system towards one that combines academic knowledge with practical competence, innovation, entrepreneurship and productivity.

While advocating reforms, his position places the responsibility on government, university administrators, lecturers, parents and students to work towards an educational system that prepares young Nigerians for both employment and self-employment.

He maintained that the ultimate measure of a successful education system should include its ability to equip learners with relevant knowledge, practical skills and the capacity to contribute to society.

Ojuolape concluded that Nigerian universities must respond more effectively to changing economic and technological realities if the country hopes to develop a competitive workforce and reduce the growing gap between educational qualifications and employability.

 

Nigerian Universities Producing Certificate Holders, Not Problem-Solvers, Says Ojuolape