Skill development: Tackling unemployment and poverty in Nigeria

As Nigeria grapples with the dual challenges of unemployment and poverty, it has become increasingly clear that a significant overhaul of the education system is not just beneficial but necessary.

The current system has long prioritised academic qualifications over practical skills, resulting in a disconnect between what is taught in schools and the skills actually needed in the workforce. This disconnect has left many graduates inadequately prepared for the job market, exacerbating the country’s high levels of unemployment and poverty.

The recent introduction of the Nigerian Skill Curriculum, scheduled to launch in September 2024, represents a significant and hopeful shift in addressing these issues. This new curriculum places a strong emphasis on vocational and technical training, aiming to better align educational outcomes with industry needs. By focusing on practical skills and industry relevance, the government acknowledges the critical role of skill development in mitigating unemployment and poverty.

While this move is a step in the right direction, the success of this initiative depends heavily on the revival of Nigeria’s Government Technical Colleges. These institutions, which are vital for delivering quality vocational training, have been suffering from long-term neglect and disrepair. The deterioration of these colleges undermines their ability to provide effective education and training, making it essential for the government to prioritise their renovation and modernization.

The new curriculum’s focus on skills development is designed to bridge the gap between education and employment. By equipping students with practical skills that are in demand in the job market, it aims to address the immediate need for job readiness.

Furthermore, it promotes entrepreneurship, encouraging students to develop business skills and start their own ventures, which can contribute significantly to economic growth and job creation.

The government’s decision to integrate skills development into the school curriculum is indeed a long-overdue reform. However, this reform must be complemented by urgent and strategic actions to rejuvenate the Government Technical Colleges.

With 132 technical colleges across the country—19 federal, 110 state, and three private—there is a pressing need for modernization. These institutions must be equipped with up-to-date facilities and state-of-the-art equipment to deliver high-quality training and education.

Historically, vocational education has been a cornerstone of national development and industrialisation. It played a crucial role in the growth of sectors such as manufacturing, hospitality, and engineering.

For vocational training to effectively support national development once again, it must be well-organised, managed, and regulated. Implementing a robust policy for vocational education could place Nigeria on the global vocational map, helping to alleviate unemployment and poverty significantly.

While we commend the government for taking this important step towards integrating skills development into the educational curriculum, we strongly urge them to also focus on reviving and modernising the Government Technical Colleges.

By doing so, Nigeria can develop a workforce that is not only academically qualified but also equipped with the practical skills necessary for meaningful contribution to national development. This comprehensive approach will ensure that Nigeria’s educational reforms lead to tangible improvements in job readiness and economic opportunity.