Education is universally recognized as the bedrock of national development, but traditional education alone is no longer sufficient for the realities of today’s world. In Nigeria, the call for integrating skills acquisition into the secondary school curriculum has gained renewed urgency as the nation grapples with youth unemployment, economic instability, and a widening skills gap. Skills acquisition programs — practical, hands-on learning in trades, crafts, technology, and entrepreneurship — offer transformative potential to reposition secondary education not only as a means of literacy and certification but as a gateway to self-reliance, innovation, and national development.
Over the years, Nigeria’s education system has focused predominantly on theoretical learning. This has produced graduates who are often academically sound but lacking in employable skills. The consequence is a high rate of unemployment, underemployment, and an economy heavily dependent on imports and foreign expertise. In response to this national challenge, the government, under the leadership of President Bola Ahmed Tinubu and the stewardship of the current Minister of Education, Dr. Tunji Alausa, has intensified efforts to re-engineer secondary education towards a more skills-driven model.
Dr. Tunji Alausa, since his appointment, has emphasized the critical role of Technical and Vocational Education and Training (TVET) as a pillar for educational reform. Recognizing the power of skills acquisition in driving socio-economic growth, the Ministry of Education has launched several initiatives aimed at integrating skill-based learning into the curriculum of secondary schools across Nigeria. The renewed focus on skills is not only timely but essential to transforming the educational landscape.
Why Skills Acquisition Matters in Secondary Schools
Skills acquisition programs equip students with practical competencies that are directly applicable to real-world challenges. Unlike traditional classroom learning, which often ends at theoretical understanding, skills acquisition emphasizes doing, creating, solving, and building.
The power of skills acquisition lies in its ability to:
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Enhance Employability: Students leave school not just with certificates but with competencies in fields like tailoring, coding, carpentry, electrical installation, agriculture, and digital marketing.
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Promote Entrepreneurship: With practical skills, students can establish their own businesses, becoming job creators rather than job seekers.
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Reduce Youth Unemployment: When young people are equipped with skills, they are better positioned to enter the workforce or create opportunities for themselves.
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Foster Innovation and Creativity: Skills acquisition nurtures creativity and problem-solving abilities, which are critical for innovation and adapting to a rapidly changing world.
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Support National Economic Development: A skilled workforce drives productivity, supports local industries, and reduces dependence on foreign expertise.
In the context of Nigeria’s developmental aspirations, equipping students with practical skills early in their educational journey is a powerful strategy for sustainable national growth.
Current Government Efforts under Dr. Tunji Alausa
Under Dr. Alausa’s leadership, the Federal Ministry of Education has embarked on a number of initiatives that directly address the need for skills acquisition in secondary schools:
1. Integration of TVET into the Curriculum
One of the major reforms initiated by Dr. Alausa is the integration of Technical and Vocational Education and Training into the national curriculum at the secondary school level. The revised curriculum mandates that students must undertake practical courses such as agriculture, entrepreneurship, ICT, technical drawing, and home economics alongside traditional academic subjects. This ensures that by the time students graduate, they have a foundational skill set in at least one vocational area.
2. Establishment of Model Skills Acquisition Centers
The Ministry, in partnership with state governments and international donors, has commenced the establishment of Skills Acquisition Centers within secondary schools. These centers are equipped with modern tools and resources, allowing students to learn trades like mechanics, welding, catering, fashion design, and ICT. Dr. Alausa has championed the idea that every public secondary school should have at least one functional skills center by 2030.
3. Teachers’ Training and Re-skilling Programs
Recognizing that effective skills acquisition education depends on the competence of the instructors, the Ministry under Dr. Alausa has rolled out training and capacity-building programs for teachers. Through collaboration with the National Teachers’ Institute (NTI) and other stakeholders, teachers are being trained in modern pedagogical methods that incorporate practical skills development.
4. National Skills Development Policy Review
Dr. Alausa has overseen a review of Nigeria’s National Skills Development Policy to align with global best practices and national priorities. The revised policy emphasizes early exposure to skills learning, integration of digital skills, and the establishment of industry partnerships to ensure that students are trained in market-relevant competencies.
5. Partnership with Private Sector and Development Partners
The government has also strengthened partnerships with private sector organizations, NGOs, and international development agencies such as UNESCO and the World Bank. These partnerships have facilitated the donation of equipment, training materials, and funding for skills acquisition programs in secondary schools. For example, some corporate organizations now sponsor school-based apprenticeship programs, bridging the gap between school learning and industry requirements.
Challenges Facing Skills Acquisition in Nigerian Secondary Schools
Despite these commendable efforts, several challenges still hinder the full realization of skills acquisition programs in secondary schools:
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Funding Constraints: Establishing and maintaining skills acquisition centers require significant investments which many states and schools struggle to afford.
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Shortage of Qualified Trainers: There is a deficit of teachers who are both academically trained and practically skilled in vocational disciplines.
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Societal Perception: Many Nigerians still view vocational skills as inferior to university education, discouraging students from taking skills acquisition seriously.
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Infrastructural Deficits: Many schools lack basic facilities like electricity, workshops, and materials necessary for effective skills training.
Addressing these challenges will require a sustained commitment from all stakeholders — government, private sector, communities, and parents.
The Way Forward
To fully harness the power of skills acquisition in transforming secondary education in Nigeria, a multi-pronged approach is necessary:
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Mass Sensitization Campaigns: Public enlightenment programs are needed to change societal perceptions about vocational education.
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Increased Funding: The federal and state governments must allocate greater budgetary support specifically for vocational education.
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Industry Collaboration: Schools should collaborate more closely with industries to ensure that the skills taught match labor market demands.
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Incentivizing Skills Acquisition: Students who excel in vocational subjects should be awarded scholarships, grants, and recognition to encourage others.
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Monitoring and Evaluation: Regular assessment of skills acquisition programs should be institutionalized to ensure continuous improvement.
Conclusion
The power of skills acquisition in transforming education in Nigerian secondary schools cannot be overstated. It represents a paradigm shift from education for certification to education for competency, from theory-based learning to practice-based learning. Under the current leadership of Dr. Tunji Alausa, significant strides have been made toward repositioning secondary education to include vital skills acquisition programs. If fully implemented and sustained, these initiatives will not only produce a generation of self-reliant, innovative, and entrepreneurial youths but will also drive Nigeria closer to achieving its developmental goals.
The future of Nigeria’s education — and indeed, its economy — lies in the hands of a skilled, adaptable, and empowered youth population. Skills acquisition in secondary schools is the critical bridge to making that future a reality.
To support students beyond secondary school, Kogi State offers bursaries to thousands of students in higher education. These bursaries provide financial relief to students and their families, enabling them to focus on their studies without the constant worry of tuition fees or other academic expenses.
The School Adoption and Mentorship Programme encourages community stakeholders—including business leaders, professionals, and philanthropists—to support students through mentorship and role modeling. The program fosters a culture of guidance, where successful individuals invest in the younger generation by sharing knowledge, experiences, and opportunities.