Beyond the classroom: Why Nigeria must connect education, practical skills, economic opportunity, rethinking education as foundation for employability, entrepreneurship, national development

By Samuel Adelowo Ola

Education remains one of the most powerful instruments for national development. However, in an economy where unemployment, changing workplace demands and limited opportunities continue to challenge many Nigerians, the conversation must move beyond access to education and certificates to what people can actually do with the knowledge they acquire

The question Nigeria must increasingly ask is not simply how many people have been educated, but how effectively education prepares them to contribute to society, participate in the economy and create opportunities for themselves and others.

As an educationist, I have come to appreciate that education should not be viewed as an isolated process of classroom instruction. It must be connected to practical realities, evolving industry needs, innovation and the demands of a changing economy.

For too long, education and the world of work have operated in ways that do not always complement each other. While educational institutions continue to produce graduates, employers and businesses still face challenges finding people with the practical competencies required to perform effectively.

This disconnect calls for a more deliberate relationship between educators, training institutions, employers, government and the organised private sector.

Education must provide the foundation, but practical exposure, continuous learning, technical competence and entrepreneurial thinking must help transform that foundation into productive capacity.

This is particularly important for Nigeria’s young population. Young people should not only be prepared to compete for available jobs; they should also be equipped to identify opportunities, develop solutions and build sustainable enterprises.

The growing attention to technical and vocational education and training (TVET) is therefore timely, particularly as Nigeria seeks practical solutions to unemployment, skills gaps, and the need for greater economic productivity.

The Federal Government’s IDEAS-TVET programme provides a practical example of this approach. Under its third cohort in the Federal Capital Territory, 777 young Nigerians are undergoing training across seven Training Service Providers in areas including digital and creative media, beauty and cosmetology, construction, agriculture and other market-relevant skills.

The initiative, supported by the World Bank, highlights the importance of equipping young people with practical competencies that can improve their prospects for employment, freelancing and entrepreneurship.

However, the success of such initiatives should not be measured by enrolment figures or certificates alone. Their real value lies in the competencies beneficiaries acquire, their ability to apply those skills, secure employment, establish businesses and potentially create opportunities for others.

This is where effective mentorship, access to relevant tools and equipment, industry exposure, internships and continuous professional development become essential. My engagement with a skills-development environment has further reinforced my appreciation of the importance of practical learning, guidance and the opportunities that emerge when people are encouraged to develop their abilities beyond conventional educational settings.

Educators’ role in this transformation cannot be overlooked. Educators understand the learning process, the challenges learners encounter and the importance of building knowledge progressively. They can also contribute to identifying gaps between what is taught and what individuals need to succeed in practical environments.

However, educationists must be willing to evolve. The changing economy requires educators to embrace innovation, digital transformation, industry partnerships and new approaches to learning.

Equally, the private sector must recognise educators as strategic partners in human capital development, rather than limiting their role to traditional classroom instruction.

When educators and industry work together, training becomes more responsive, learning becomes more relevant, and the transition from education to productive employment becomes more achievable.

Nigeria needs an integrated approach in which educational institutions, technical training centres, businesses, professional organisations and policymakers work towards shared development objectives.

The organised private sector, particularly through Chambers of Commerce and Industry, has an important role to play in facilitating these relationships. It can help identify industry skills gaps, connect training institutions with businesses, encourage enterprise development and create opportunities for practical exposure.

The next phase of skills development must therefore focus on sustainability. Trainees need pathways beyond graduation. They need mentorship, access to professional networks, opportunities to demonstrate their competencies and support in translating their skills into economic value.

This is how skills development can move from being a training intervention to becoming an instrument of economic transformation.

Nigeria’s educational progress should ultimately be reflected in the quality of its human capital, the productivity of its workforce, the strength of its enterprises and the opportunities available to its citizens.

We must begin to see education, vocational training, entrepreneurship and industry collaboration as interconnected components of national development.

The goal should not simply be to produce certificate holders, but capable individuals who can solve problems, create value, contribute to businesses and improve their communities.

As Nigeria continues to invest in skills development, we must ensure that knowledge does not end in the classroom, training does not end at graduation, and mentorship does not end when a programme concludes.

The real success of education is not just what people learn, but what they become capable of doing with what they have learnt.

Ola is an educationist, communication professional and Human Capital Development Advocate