Beyond Certificate: Solutions to Nigerian Graduates’ Unemployment Crisis

Beyond Certificate: Solutions to Nigerian Graduates’ Unemployment Crisis
The startling revelation about the alarming unemployment rate in Nigeria among the millions of Nigerian youths urgently calls for strategic actions to combat the surge. It is also important to note that this has also fueled cybercrime among jobless graduates, which is unacceptable. Nigeria was recently ranked fifth among the countries notorious for cybercrime, according to the first-ever “World Cybercrime Index”. The level of poverty in the country, which stood at 63% as of 2022 (National Bureau of Statistics), is another significant factor contributing to crime among the youths. Consequently, there is a high rate of stigmatization from foreigners towards freelancers who are using their skills to address real-life issues for a global audience.

According to Vanguard Newspaper on June 9, 2023, the Executive Secretary of the National Universities Commission, Professor Abubakar Rasheed, announced that there were a total of 264 Nigerian universities. The increasing establishment of these tertiary institutions is commendable and a positive step towards the growth and development of the nation. However, this effort may be futile without significant measures in place to ensure that all Nigerian graduates are able to secure employment or become self-employed after obtaining their certifications. The prevalence of certificate inflation without concrete plans to address this issue also takes a toll on graduates emotionally, leading to feelings of depression and even suicidal thoughts due to unemployment.

One of the limitations of traditional education in most Nigerian institutions is that it produces graduates who are reliant on jobs based on their degrees, rather than considering entrepreneurship in the digital age. Prioritizing theoretical knowledge does not adequately prepare students for life after graduation, leading to frustration. Many students lack digital skills training, instead relying on outdated curricula that need to be updated to reflect current realities.

The prevalence of lecture-based teaching methods, which do not allow for interactive learning, is another issue. Some academic programs do not promote critical thinking, with lecturers simply coming to class to assign work and administer exams. Overemphasis on academic certificates also hinders graduates from meeting industry demands. In fact, some high-achieving students feel entitled to jobs solely based on their grades, as they have been conditioned to believe that good grades guarantee employment.

In order to solve this crisis, it is high time for universities to prioritize teaching in-demand digital skills, such as coding, web development, and data science. One recommendation is to integrate digital skills into the outdated curricula. There should also be collaboration between academia and industry. This will help students develop entrepreneurship capabilities that will assist them after graduation. It will increase their earning potential and provide opportunities for networking, personal branding, and online presence by utilizing platforms such as LinkedIn, Upwork, and others. Other advantages include flexibility and remote work options.

Additionally, this approach will drive innovation and allow students to utilize their critical thinking skills. It will also address the longstanding issue of job creation while contributing to the country’s GDP. It is important to note that we are in an age where location is no longer a barrier to building a sustainable brand online. Students can be further empowered with laptops and solar electricity after graduation, with the cost potentially being added to their tuition. Financial support can also be sought from alumni and stakeholders to increase funding for training programs.

In conclusion, the traditional education system in universities needs to be revisited to provide viable solutions to the crisis. Students should be trained to understand that the world’s focus has shifted from “what certificate do you have?” to “what skills do you have?”. This is not to diminish the importance of certificates, but to emphasize the necessity of being skillful alongside academic knowledge.