Restructuring Nigerian Tertiary Educational System

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.

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Aningene Judith - May 29, 2020, 1:21 PM - Add Reply

This is a good advice

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