- partner industries, academia for solution
From Fred Ezeh, Abuja
British Council, Nigeria, and some other stakeholders in the education sector have observed that obvious mismatch in the education sector, particularly the tertiary education is partly responsible for the slow pace of socioeconomic development in the continent.
The stakeholders noted that knowledge that is taught in schools, vis-a-vis the curricular are different from what the industries need, hence the unemployability status of some graduates in some universities in Africa.
Chilufya Besa, Deputy Country Director, British Council, Nigeria, told journalists at the Going Global Africa Conference in Abuja, that the future of the continent will be better and more guaranteed if the trend is reversed, resulting in the production of workforce that will usefully and meaningfully contribute to the industrialization in the Africa and beyond.
He said the conference provided a platform to foster engagement with, and learn about regional and global challenges in tertiary education, and identify ways in which regional and international collaborations could strengthen capacity at system, institutional and individual level, thus contributing to improved outcomes for young people.
He said: “We need to create relevant and sustainable tertiary education system in Africa. Obviously, there are skills gap and mismatch between what’s taught in the institutions, and what’s is required at the workplace. We desire to introduce some changes that will narrow that gap, and that’s why we brought institutions, industry players, academia, policy makers, to have a frank discussion on the matter.
“We equally had a productive collaboration with the education ministry in Nigeria, and the stakeholders on the matter, and that would be seen and feel in the sector going forward. Undoubtedly, some progresses have been made, but there’s room for more.”
He decried the sudden policy changes and inconsistency, due to, sometimes, changes in of government or ministers, suggesting that technocrats are always at the management level to help guide in policy formulation.
In her presentation, Chairman of Council of
Earth Charter International, Nigeria, Dr. Akpezi Ogbuigwe, said that 70 per cent of African population are youths who needs education that would provide solution to life challenges.
“We need to design systems and structures that answer their needs. The second take away is on inclusion in terms of tertiary education. Women and girls, People Living with Disability, and other less privileged people should be given equal opportunity.”
Divine Edem Kwadzodeh, Policy Advisor, Education Policy and Advocacy, All African Students Union (AASU), Ghana, in his submissions, advocated some rejig in the education curricular in the tertiary education, making them global citizens.
He suggested that in spite of whatever course a student is taking, courses in leadership should be compulsory, in addition to interdisciplinary approach in how classes are thought.