Higher Education and Workforce Alignment in Nigeria: Challenges and Opportunities

Author Name
Affiliation Details

Journal: International Journal of Global Humanities and Management Insights
Volume: 1 | Issue: 4
DOI: 10.63665/ijghmi-y1f4a004

Received: --
Accepted: --
Published: 28.12.2025
Journal Cover
View / Download PDF

Abstract

The provision of quality education is cardinal to the attainment of a nation’s developmental aspirations. This is to say that a highly-trained stained or skilled workforce is sine qua non for national human development capital, technological and economic progress. In essence, a nation’s path to economic development is dependent on the availability of requisite skilled manpower that will contribute the requisite knowledge and skills to foster and sustain national development. To achieve the necessary impetus, the paper advocates increased funding of the education sector to not only provide necessary facilities, but also nurture talents and top-notch intellectuals and professionals leading to a drop in unemployment, social unrest, and insecurity, The findings reveal that the failure of Nigeria to leverage her educational trajectory with workplace realities is the leading cause of unfavorable developmental indices. To address the situation, the country needs to re-examine her educational policies vis-à- vis her workplace realities. The study concludes by proffering suggestions on the right curriculum and structural reforms necessary to effectively maximize her workforce potential.

Keywords

Higher Education, Challenges, Opportunities, Basic Education, Workplace.

References

[1] Adebiyi, R. (2019). Why do Nigerian Graduate Face the Future with Little or no Confidence? Tekedia. https://www.tekedia.com/why-do-nigerian-graduates-face-the-future-with-little-or-no-confidence/

[2] Adeka, U.F., Egwa, E. I., Abah, I. C. (2025). Optimising Quality of Tertiary Education in Nigeria. Approaches in International Journal of Research Development, Volume 15 No. 1, February, 2025: ISSN 2141-1409

[3] Akari Curriculum Management (2025). Understanding Constructive Alignment Theory: A Beginner’s Guide. Retrieved from https://akarisoftware.com/2023/05/10/understanding-constructive-alignment-theory-a-beginners-guide/

[4] Akkerman, S. F., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81, 132–169.

[5] Akkerman, S. F., & Bakker, A. (2013). A boundary-crossing approach to support students’ integration of statistical and work-related knowledge. Educ Stud Math (2014) 86:223–237. DOI 10.1007/s10649-013-9517-z

[6] Biggs, J. (1999). Constructive alignment in university teaching. HERDSA Review of Higher Education. Vol. 1, www.herdsa.org.au

[7] Ekeruche, M.A. (2019). Nigerians are educated and jobless. Retrieved at: https://www.stears.co/article/nigerians-are-educated-and-jobless/

[8] Enwe, O. (2024). National Policy on Education and Basic Education in Nigeria. Retrieved from https://srjlegal.com/national-policy-on-education-and-basic-education-in-nigeria/

[9] Fagbemi, A. O., Rabe, U, Muhammad, K.S. (2022). Basic Post Basic Tertiary Education and Sustainable Development Goals in Nigeria: Issues, Challenges and Prospects.

[10] Igbokwe, C.O. (2015). Recent Curriculum Reforms at the Basic Education Level in Nigeria. American Journal of Educational Research.

[11] Morin, T. (2025). Defining the World of Work.

[12] Okoli, N.J., Ogbondah, I., Ewor, R.N. (2016). The History and Development of Public Universities in Nigeria Since 1914.

[13] Otonko, J. (2012). University Education in Nigeria: History, Successes, Failures and the Way Forward.

[14] Salifu, J.M. (2022). University Education in Nigeria: Gains, Pains and Prospects.

[15] Schenke, W., Driel, J.H., Geijsel, F.P., Volman, M.L.L. (2017). Boundary Crossing in R&D Projects in Schools.

[16] Taiwo, B.M. (2005). Tertiary Education as an Instrument of Unity in Nigeria.

[17] The HR Digest (2025). What You Need to Know About the New World of Work.

[18] Tho, C. (2013). Using Boundary Crossing theory to stimulate the use of cultural diversity in challenge-based learning contexts.