Everybody trusts the school as an institution to mould and create persons who would be
successful in fulfilling a purpose to themselves and the society at large. Every phase in this institution
inculcates a level of knowledge that can guide one into becoming a relevant member of the society
and enhances the desire and capability to achieve innate dreams and nurtured ambitions. In the
kindergarten children are thought values to live by, along with the essence to have goals and dreams
to attain. These aspirations will engender a sense of purpose that they will live through until their
later years. The secondary phase will expose them to diverse professions they can choose from to
build their ambitions on. And for the tertiary level, this is supposed to guide them in specializing
their chosen professions, successfully turning them into careers.
Unfortunately, the confidence in the schooling system in Nigeria, especially the tertiary
institutions has begun to wean. People no longer look up to the tertiary education as a means to
harness their talents or achieve their dreams. A lot of university graduates and degree holders are
perceived to be wasting away with their skills. Some are even venturing into fields very far from
what they had studied in the university or any other higher institution. Most times, you hear
comments like “who school help?” why?
The tertiary institution is structured to develop aspiring individuals. In doing so, it hands out
the basic knowledge required in their various specialized fields. It exposes them to their background
and various grand masters and scholars whose works have contributed to the development of these
professions. They are even encouraged to follow in the footsteps and theories of these people. But
the school system has forgotten to do one thing, educate these students on how to apply their
knowledge in the outside world and make a career of it. The school system has failed to expose
these students to platforms that can help them build their careers, and know-how about making
themselves significant and sellable in their various fields. Most times, these students figure it out
themselves, probably a long time after graduation. And those who can’t, shift into other endeavours.
That is where you would see an English or literature graduate become a fashion designer or a lawyer
venturing into the entertainment world.
The school entrepreneurial centre has also been viewed as weak. The school system includes
entrepreneurial developments in its curriculum but such courses are being made minor, carrying the
lowest grade points, only craftsmanship, and less significant features. The school system has the
motive of developing its students’ entrepreneurial skills. But for this to happen, the entrepreneurial
centre needs restructuring. Asides from the departments teaching basic knowledge or theories in
the field, the students also need to learn the practicability of this knowledge. This is where the
entrepreneurial centre should have to come in. The same amount of time and dedication the various
departments spend on the students should also be utilized by the entrepreneurial centres in
harnessing the skills and capabilities of these students, enlightening them on various ways to use
their knowledge; to earn from it or make out a career in an early stage. For example, if a student is
into creative writing, he should not only have to be taught how to write. He needs to spend time in
the entrepreneurial centre where he will also be taught how to get his works out; how to be a
freelance writer and open accounts with freelance platforms like Fiver and Upwork, or how to run a
blog and do digital marketing for people to see the blog. In the end, it is not what someone studied
in the higher institution that matters, but the honed skill he emerges with which will help him find
his footing immediately after graduating.
The school also needs to update the information in their teaching curriculum. Sometimes,
they may tend to focus on teaching irrelevant or out-dated knowledge instead of dynamic
contemporary information. For example, the students may be taught about ancient scholars who
have made significant impacts. But what about the upcoming experts in the field? If these ones are
left out while educating these students, the result would be limiting their creativity and make them
less aware of the contemporary changes in their field and how to make themselves acceptable to
the current world.
The school’s failure in preparing the students for the outside world births the reason why
you would see a final year student at the verge of graduating, being terrified to go into the world
and fulfil expectations. He realizes he has spent his four or five years in school being encouraged to
pursue high grades but has failed to chart a career course for the future. The higher educational
system has to look into the preparedness of students to face the outside world as it will not only
benefit the students, but will contribute to the economic development of the nation.