Education in Nigeria: A Call for Radical Transformation to Meet the 21st Century Workforce Needs
Education in Nigeria: A Call for Radical Transformation to Meet the 21st Century Workforce Needs
Arc. Sonny S.T. Echono, Executive Secretary of the Tertiary Education Trust Fund (TETFUND), delivered a compelling address at the 13th Convocation Lecture of Nile University of Nigeria, painting a stark picture of the Nigerian education system and outlining a roadmap for its complete overhaul.
The lecture, titled “Redefining the Nigerian Education System for the 21st Century Workforce,” served as a potent call to action, urging policymakers, educators, and the private sector to collaborate on transforming education to equip Nigerian youth for a rapidly evolving global landscape.
Echono, whose extensive public service career is deeply rooted in the education sector, highlighted the crucial role education plays in individual fulfillment, economic mobility, social transformation, and the effective functioning of society.
He emphasized that the current high rate of unemployment in Nigeria, a significant concern, necessitates a re-evaluation of the education system’s effectiveness in preparing graduates for the realities of the modern job market.
A Historical Perspective and the National Policy on Education (NPE)
The Executive Secretary provided a historical overview of formal education in Nigeria, tracing its roots to the activities of European missionaries and colonial administrators. He acknowledged the narrow scope and limited focus of education during the colonial era, primarily geared towards producing manpower for the colonial administration.
The shortcomings of this inherited system, he explained, led to the development of the National Policy on Education (NPE), first published in 1977, and revised several times to address evolving national aspirations.
The NPE, the guiding framework for education in Nigeria, centers around fostering unity, equality, and justice to build a strong and self-reliant nation. It outlines the philosophy, goals, and operational guidelines for education across all levels, including primary, secondary, and tertiary.
To address the increasing population, the government introduced Universal Primary Education (UPE) in 1977, followed by the Universal Basic Education (UBE) Programme in 1999. While the UBE program aims to provide free, compulsory education, it continues to face challenges, including inadequate funding, inconsistent state government support, and outdated curricula.
The Structure: From Primary to Tertiary
Echono meticulously outlined the structure of the Nigerian education system. He reiterated the objectives of primary education, emphasizing the development of literacy, numeracy, citizenship, and manipulative skills. Secondary education, spanning six years, is designed to prepare students for both useful living and higher education.
Tertiary education, the pinnacle of the system, encompasses universities, polytechnics, and other higher learning institutions, with a primary goal of manpower training and national development.
He provided a detailed picture of the tertiary education landscape, highlighting the evolution of Nigerian universities from the establishment of Yaba Higher College in 1932. He noted the surge in the number of universities, particularly private institutions, since the liberalization of private ownership in 1999. As of October 2025, the National Universities Commission (NUC) recognized 307 universities in Nigeria, with private universities now outnumbering public institutions.
The Imperative of Education in Nation-Building
Echono underscored the critical importance of education in nation-building, emphasizing its role in developing intellectual potential and equipping individuals with the skills to contribute to society.
He highlighted the gradual improvement in education funding over the years, recognizing the essential role of higher education in achieving national priorities. However, he stressed that the nation must fully realize the desired impact of its education system in curbing societal problems and expanding opportunities.
Citing World Bank data, Echono highlighted the correlation between high tertiary education enrollment rates and lower unemployment rates. He emphasized that tertiary institutions are drivers of research and innovation, essential for economic growth.
The OECD, he added, suggests that investment in higher education and research leads to higher GDP growth rates. He also emphasized tertiary education’s role in promoting equity and inclusion, demonstrating how it can serve as a tool for social mobility.
The Challenges Facing Nigerian Education
The Executive Secretary didn’t shy away from the significant challenges plaguing the Nigerian education system. He cited inadequate infrastructure, outdated curricula, and an overemphasis on theoretical knowledge as major hurdles.
The high number of out-of-school children, approximately 20 million, underscores the systemic issues that require urgent attention. He also pointed out the Nigerian universities’ struggle to meet global standards in ranking systems like the Times Higher Education (THE) World University Ranking.
Echono highlighted the paradox of a system churning out thousands of graduates annually while youth unemployment continues to rise.
He attributed this to an education system misaligned with the modern labor market’s requirements, emphasizing that many graduates are considered unemployable due to a lack of practical skills. He discussed the funding challenges, ineffective policy implementation, and the prioritization of rote learning over critical thinking and creativity.
He delved into specific challenges:
Infrastructural Deficiencies: The lack of basic necessities in many schools, especially in rural areas, hinders learning outcomes.
Curriculum and Digital Literacy: The slow adaptation to digital literacy and STEM education is particularly concerning, given the global economy’s technological advancements.
Challenges of Digital Access: Limited internet penetration and high data costs hamper the potential of EdTech, exacerbating educational inequalities.
Teacher Shortages and Quality: A shortage of qualified teachers, compounded by limited access to continuing professional development programs, impacts the quality of education.
COVID-19 and Accelerated Reforms: The pandemic exposed the vulnerabilities of the system, highlighting the need for investment in educational technology and teacher training.
The National Employability Benchmarking Exercise: A Diagnosis
Echono then discussed the National Employability Benchmarking program, a collaboration between the IFC (International Finance Corporation) and TETFUND.
The exercise assessed 26 Nigerian universities across five dimensions of employability: Relevance of Learning, Strategy & Employment Outcomes, Employer Engagement, Career Services, and Alumni Engagement.
The findings revealed an average score of 2.3 out of 4.0, slightly above the global average. The weakest dimensions were Strategy and Employment Outcomes, followed by Career Services, indicating areas for improvement. The exercise also highlighted a lag in the use of digital learning strategies and faculty digital skills compared to global best practices.
The IFC’s recommendations include:
Collecting graduate employment outcome and graduate satisfaction data.
Reviewing course content annually.
Introducing industry-driven advisory boards.
Increasing the reach and personalization of career services.
Supporting faculty in the development of digital skills.
The IFC also recommended interventions for regulatory agencies, including convening industry-led Program Advisory Committees (PACs), introducing employability KPIs into operational metrics, and extending career services.
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Global Lessons and the Way Forward
Echono then drew lessons from global examples, citing Rwanda’s reforms prioritizing practical learning, Germany’s dual education system, and Finland’s integration of entrepreneurship into early education. He emphasized the need for Nigeria to adapt these strategies to its specific context.
Finally, Echono presented the way forward. He called for a radical transformation of the Nigerian education system, particularly in integrating technology and entrepreneurship as core elements. He outlined a multi-faceted approach:
Increased Education Funding: Meeting the UNESCO recommendation of allocating 15-20% of the national budget to education.
Curricula Reform: Aligning curricula with the 21st-century workforce through the integration of digital literacy, entrepreneurship education, and technical skills.
Promotion of Digital Literacy and ICT Integration: Investing in ICT infrastructure and expanding broadband access to enhance the accessibility of digital learning.
Enhancement of Teacher Training: Implementing a comprehensive professional development framework.
Integration of Entrepreneurship Education: Fostering a culture of entrepreneurship and innovation to create job creators rather than job seekers.
Revamping Technical and Vocational Education: Strengthening vocational education to equip students with practical skills.
STEM Education: Deepening commitment and funding for STEM education.
Leveraging on Public-Private Partnerships (PPPs): Incentivizing private sector investment through tax rebates and PPPs.
Conclusion
In conclusion, Arc. Echono asserted that a well-educated population is critical to addressing Nigeria’s challenges. He stressed that a radical transformation of the education system is imperative to equip graduates with the necessary skills for the modern workforce.
He called for a coordinated effort from all stakeholders to realign the education system for national prosperity. He concluded by emphasizing the potential of EdTech to address systemic challenges.
The lecture concluded with a strong call for a future where Nigeria’s education system is a catalyst for economic growth and social progress.
