Unemployment: Skills deficit, degree bias worsen crisis

When Jennifer Shaibu (not her real name), a young realtor, walked into a job interview in Abuja in search of another opportunity, her résumé appeared solid on paper. It reflected the expected qualifications, relevant experience and the promise of competence. But within minutes, the focus of the interview shifted. The interviewer moved beyond her credentials […]

When Jennifer Shaibu (not her real name), a young realtor, walked into a job interview in Abuja in search of another opportunity, her résumé appeared solid on paper. It reflected the expected qualifications, relevant experience and the promise of competence. But within minutes, the focus of the interview shifted.

The interviewer moved beyond her credentials and zeroed in on something less tangible but far more critical; her ability to apply what she knew in practical situations. Jennifer faltered. When asked to translate her knowledge into real-world scenarios, she struggled. By the end of the session, the verdict was shaped not by what she had studied but by how she demonstrated it.

“He told me I wasn’t maintaining eye contact with him. When he asked me questions, I looked away. He said I wasn’t confident enough, as he needed someone who could speak boldly. Incidentally, I have been in some other interviews where I had looked at the interviewers eyeball to eyeball, and they felt if I were employed, I would challenge them since I would be fearless,” she said.

Jennifer’s experience reflects a widening concern across Nigeria, where graduates are leaving school without the skills required to function effectively in today’s workplace.

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For many observers, the issue goes beyond individual shortcomings. It exposes structural flaws in the education system and highlights a long-standing divide between academic qualifications and workplace competence.

At the heart of Nigeria’s graduate employability crisis lies a deeply rooted perception that university degrees are inherently superior to Higher National Diplomas (HND).

Over the years, this belief has shaped career paths and hiring practices, particularly within the public sector, where university graduates often enjoy higher entry levels and faster promotion prospects than their polytechnic-trained counterparts.

The result is a system that prioritises credentials over competence. For many young Nigerians, the goal is no longer simply to gain knowledge or develop expertise, but to obtain a university degree, often seen as a ticket to better career opportunities. In the process, the emphasis on practical skills and real-world application is frequently diminished.

Historically, polytechnics were designed to provide hands-on, industry-oriented training, while universities focused on theoretical and academic instruction. Over time, however, this functional distinction evolved into a hierarchy reinforced by employers and policymakers.

Efforts to bridge this gap have yielded limited results. In 2018, the National Council on Establishment approved a policy to align the entry grade levels of HND holders with those of university graduates in the federal civil service. While the policy theoretically allows both groups to progress to the highest levels, implementation has been uneven.

Many HND holders argue that the disparity remains entrenched. Career progression, they say, often depends on acquiring additional university qualifications such as postgraduate diplomas or master’s degrees.

A 2022 memo from the Office of the Head of the Civil Service of the Federation appeared to reinforce these concerns, suggesting that HND holders may still face promotion ceilings unless they obtain further academic credentials, while university graduates often advance without such requirements.

In a renewed attempt to resolve the dichotomy, the federal government has proposed granting polytechnics the authority to award Bachelor of Technology (B.Tech.) degrees.

The Minister of Education, Tunji Alausa, said the proposed amendments to the Polytechnic Act are aimed at elevating the status of polytechnic education while preserving its core strength; i.e. practical and industry-driven training.

The reform aligns with a broader push to strengthen Technical and Vocational Education and Training (TVET), particularly in sectors such as renewable energy, agrotechnology, digital manufacturing and climate-resilient solutions.

Supporters view the proposal as a pathway to restoring the value of skills-based education. However, scepticism persists, largely due to the poor implementation record of past reforms.

Stakeholders warn that without clear execution frameworks, institutional buy-in and sustained funding, the initiative may struggle to deliver meaningful change.

 

Contradictions in unemployment data

The skills gap debate is unfolding against a complex and sometimes contradictory unemployment landscape.

Official figures from the National Bureau of Statistics (NBS), based on its revised methodology, place Nigeria’s unemployment rate between 4.3 and 4.8 percent in recent projections.

However, estimates from the International Monetary Fund (IMF) suggest a far more severe reality, with unemployment exceeding 22 percent.

According to the NBS second-quarter 2024 report, the unemployment rate stood at 4.3 per cent, down from 5.3 per cent in the first quarter. Data from the agency’s 2023 Labour Force Survey shows a fluctuating trend, with rates rising from 4.1 per cent in Q1 to 5.0 per cent in Q3 and an annual average of 5.4 per cent.

Despite these relatively modest official rates, concerns persist about the quality of employment. A growing number of graduates remain unemployed or underemployed, often working in roles unrelated to their field of study.

The situation has drawn legislative attention. In March 2022, the House of Representatives passed a motion advocating automatic employment for first-class graduates in federal ministries and agencies.

The motion, sponsored by Chinedu Martins and presided over by former Speaker Femi Gbajabiamila, was driven by concerns over the rising number of top-performing graduates without job opportunities.

However, labour market analysts caution that such measures address symptoms rather than root causes.

Similarly, a 2021 bill passed by the National Assembly seeking to eliminate discrimination between HND and degree holders still awaits presidential assent, leaving the issue unresolved.

Experts argue that without tackling the underlying skills deficit and overreliance on academic credentials, policy interventions will continue to fall short.

 

Employers highlight widening skills gap

For employers, the gap between academic knowledge and workplace competence has become increasingly evident.

Gbenga Owojori, HR Consultant and Managing Director of Springsource Consulting Limited, said many graduates struggle to translate theoretical knowledge into practical skills.

“Many young graduates come into the labour market with strong academic knowledge, but they often struggle to translate that into practical, work-based skills,” he said.

He identified communication as a major weakness, noting that many candidates find it difficult to express themselves clearly during interviews or on the job. This affects both their confidence and how employers assess their potential.

Problem-solving ability and initiative are also lacking. Employers increasingly seek individuals who can think independently and adapt quickly, yet many candidates require close supervision, he said.

Digital skills present another challenge. Even basic tools such as spreadsheets, email communication and workplace software remain stumbling blocks for some applicants, slowing productivity.

Beyond technical competence, Owojori pointed to issues of attitude.

“Some candidates are not fully prepared for the realities of the workplace in terms of discipline, punctuality and accountability,” he said.

Festus Adebayo, Executive Director of the Housing Development Advocacy Network, attributed the crisis to a disconnect between education and industry needs.

“There is a mismatch between education and industry needs. Most graduates are not job-ready,” he said.

He criticised the heavy emphasis on theory in Nigerian schools.

“There is too much focus on theory instead of practical skills. The labour market needs those who can do the job, not those who only have degrees,” he added.

Joseph Adagbogun, Chief Human Resource Officer of Resource Intermediaries Limited, said the mismatch between academic output and labour market expectations has become more pronounced in recent years.

“In recent years, there has been a growing concern among employers across Nigeria regarding the job-readiness of fresh graduates,” he said.

According to him, organisations now face prolonged recruitment cycles, higher onboarding costs and rising dissatisfaction with entry-level hires.

He attributed much of the problem to outdated curricula.

“Many university curricula lag five to ten years behind industry practice. Graduates are often trained to pass examinations rather than apply knowledge in workplace environments,” he said.

This gap, he noted, has resulted in graduates requiring extensive post-employment training before they become productive.

Adagbogun highlighted deficiencies in areas such as data analysis, report writing, digital literacy and understanding of business processes.

“Candidates with strong academic records often struggle with practical task execution during assessments,” he said.

Soft skills remain a major concern. Many graduates lack professional etiquette, communication skills, critical thinking abilities and time management, all essential in modern workplaces.

Employers are also raising concerns about attitude and work ethic among entry-level applicants, including unrealistic salary expectations and low resilience.

As a result, hiring practices are evolving.

“There is a growing reliance on competency-based interviews and practical assessments. Employers are shifting towards ‘trainable candidates’ rather than ‘qualified candidates,’” Adagbogun said.

 

Academic, govt sources admit curriculum gaps

According to a University of Lagos lecturer, Dr. Kunle Abiona, the unemployability of graduates can largely be traced to deficiencies in the curriculum.

“Our curriculum is nothing to write home about. We are too focused on theory while ignoring the practical aspects. So, when they graduate, they find it difficult to cope with the real work of their chosen careers,” he said.

He also suggested practical steps to address the issue, emphasising the need for stronger collaboration between educational institutions and industries.

“To solve this, the government with the schools should have an education-industrial collaboration where students before graduating will undergo some form of internship with organisations where they will get some hands-on training. The curriculum has to be revamped in that direction,” he said.

Similarly, an official at the Federal Ministry of Education, who spoke under anonymity, described the situation as complex but persistent, noting that many graduates leave school without the competencies required to function effectively in modern workplaces.

“The concern about graduate preparedness is both valid and multifaceted. One recurring issue is the disconnect between curriculum delivery and the practical competencies required in today’s labour market. While many graduates possess theoretical knowledge, employers consistently report gaps in critical thinking, problem-solving, communication, and digital literacy. In addition, there is often limited exposure to hands-on learning, industry-based experiences, and work-integrated training during the course of study. This results in graduates who may be academically qualified but insufficiently equipped to adapt to real workplace demands, particularly in fast-evolving sectors driven by technology and innovation.”

The official further highlighted that beyond technical shortcomings, many graduates also struggle with essential workplace behaviours and interpersonal skills, which continue to influence hiring decisions.

“Furthermore, observable deficiencies persist in soft skills such as professionalism, adaptability, teamwork, and initiative, which are increasingly valued by employers not only in Nigeria but worldwide.

“From a policy perspective, deliberate efforts are underway to address these gaps through ongoing curriculum reforms, strengthened quality assurance mechanisms, and enhanced collaboration between educational institutions and industry stakeholders. There is a growing emphasis on embedding entrepreneurship, digital competencies, and experiential learning into academic programmes. These measures are aimed at ensuring that graduate outputs are more responsive to labour market needs, while positioning the education system to better support national development priorities and global competitiveness,” she said.

Efforts to get an official response from the ministry were unsuccessful as of the time of filing this report.

 

Legal practitioners echo concerns

Like other fields, legal practitioners have also raised concerns about the preparedness of graduates entering professional environments.

Barrister Chinelo Eze said many graduates possess theoretical knowledge but lack the ability to apply it.

“This reflects a curriculum that rewards memorisation over problem-solving,” she said.

Eze also highlighted communication gaps, noting that many applicants struggle to draft professional documents or articulate their thoughts clearly.

“A major number of graduate applicants cannot draft a coherent professional memo or communicate effectively, despite holding degrees,” she said.

She added that many young employees require constant supervision, while punctuality, accountability and deadline management are often lacking.

Similarly, Barrister Comfort Anthony said many graduates overestimate the value of academic grades.

“Many graduates arrive with strong theoretical knowledge but shaky practice-ready skills,” she said.

She identified recurring issues such as weak critical thinking, poor teamwork, low resilience and inadequate client interaction skills.

“Some graduates struggle with handling pressure, meeting deadlines and engaging professionally with clients or colleagues,” she added.

 

Industry data paints a worrying picture

From an industry perspective, Sheeju Prabhakaran, CEO and Corporate Trainer at Ascentech Services, said the gap between academic knowledge and practical skills remains one of the most pressing challenges in Nigeria’s labour market.

“While many graduates possess the required qualifications, they often struggle to apply their knowledge in real-world environments,” he said.

He cited data indicating that nearly 60 percent of employers in Nigeria consider graduates not job-ready, while over 55 percent are employed in roles unrelated to their field of study.

Key deficiencies include poor communication, limited problem-solving abilities, lack of adaptability, weak digital skills and low professionalism.

He also noted that limited exposure to hands-on experience continues to undermine graduates’ confidence and performance.

Stakeholders emphasise the need for stronger collaboration between educational institutions and industry players.

This includes expanding internship opportunities, strengthening vocational training, updating curricula and embedding digital and soft skills into learning programmes.

Experts also call for a cultural shift away from degree-centric thinking towards a system that values competence, innovation and practical ability.

Without such reforms, analysts warn that Nigeria risks deepening its unemployment crisis, as degrees increasingly lose their value in a skills-driven global economy.

Beyond technical shortcomings, stakeholders stress the importance of addressing soft skill and attitudinal gaps such as teamwork, adaptability, resilience and professionalism.