Follow Us on Google
By Mark Akunna Eze
Nigeria’s youth unemployment challenge has, for years, exposed a fundamental weakness in the country’s higher education system. Every year, universities and polytechnics produce thousands of graduates, many of whom possess impressive academic credentials but struggle to find employment in a rapidly changing economy. Increasingly, employers are seeking more than certificates; they are looking for practical competence, digital literacy, innovation and entrepreneurial capacity.
This reality has reignited a national conversation about the purpose of tertiary education. Should institutions merely award certificates, or should they deliberately equip graduates with practical skills that enable them to create jobs and compete for them?
At the Institute of Management and Technology (IMT), Enugu, that question is receiving a practical response through an ambitious institutional campaign known as “One Diploma, One Skill.” Under the leadership of the Rector, Professor Gozie Ogbodo, the initiative seeks to ensure that every graduate leaves the institution with not only a National Diploma or Higher National Diploma but also at least one demonstrable vocational, entrepreneurial or technology-driven skill.
Although the initiative is institution-specific, it speaks directly to broader national policy priorities. Nigeria has consistently emphasised entrepreneurship education, innovation and technical skills development as essential tools for economic diversification and youth empowerment. The philosophy behind “One Diploma, One Skill” aligns with those aspirations by placing employability and self-reliance at the centre of the educational experience.
For decades, polytechnic education has been recognised as the bridge between theory and practice. Yet, many observers have argued that insufficient investment in practical training, changing industrial demands and the rapid pace of technological innovation have widened the gap between what graduates learn and what the labour market increasingly requires.
The emergence of artificial intelligence, automation, digital media, advanced manufacturing and the gig economy has further altered the definition of employability. Employers now value graduates who can adapt quickly, solve problems, communicate effectively and apply technical knowledge in real-world settings.
Against this backdrop, IMT’s initiative represents more than a branding exercise. It is an attempt to reposition technical education around measurable competencies rather than academic qualifications alone.
Since he assumed office in November 2024, Professor Ogbodo has articulated a broader vision of institutional renewal founded on academic excellence, innovation, infrastructure development, quality assurance and a renewed emphasis on relevance. The “One Diploma, One Skill” campaign has emerged as one of the practical expressions of that vision.
Its underlying philosophy is straightforward but significant: every diploma awarded should be complemented by a skill that enhances employability, supports entrepreneurship or enables graduates to create economic value independently.
The implications extend beyond individual students. For employers, graduates with practical competencies require less time to adapt to workplace demands. For industries, stronger collaboration with institutions can help narrow persistent skills gaps. For government, a workforce equipped with marketable skills supports broader objectives of economic growth, productivity and youth employment. For society, graduates who establish enterprises contribute to job creation rather than simply competing for scarce vacancies.
Education policy analysts have long argued that tertiary institutions should become innovation ecosystems where teaching, research, technology transfer and entrepreneurship reinforce one another. International experience increasingly supports this perspective. Across many developed and emerging economies, technical institutions are expanding work-based learning, industry partnerships, incubation centres and entrepreneurial education to ensure that graduates possess skills directly relevant to contemporary labour markets.
Nigeria’s polytechnics are well positioned to lead this transformation because practical education has always been central to their mandate.
The success of initiatives such as “One Diploma, One Skill,” however, will ultimately depend on implementation. Sustained investment in workshops and laboratories, continuous curriculum review, staff development, industry partnerships, digital infrastructure and effective monitoring will be essential if the philosophy is to translate into measurable outcomes.
Equally important is systematic evaluation. Questions that policymakers and education stakeholders are likely to ask include how many students complete certified skills programmes? What proportion establish businesses after graduation? How many secure employment because of their acquired competencies? What level of industry participation supports the initiative? Answers to such questions will determine whether the programme becomes a model capable of wider adoption.
If effectively institutionalised, the benefits could be substantial. An Accountancy graduate with expertise in digital bookkeeping, financial technology applications or tax consultancy possesses a competitive advantage in today’s economy. A Mass Communication graduate skilled in multimedia production, digital marketing or content strategy becomes immediately relevant to emerging industries. Engineering graduates equipped with advanced fabrication, renewable energy or industrial automation skills are similarly positioned to contribute to national productivity.
These examples illustrate an important shift in educational thinking. The value of a diploma increasingly lies not only in the knowledge it certifies but also in the practical capability it represents.
The “One Diploma, One Skill” initiative, therefore, raises an important policy question for Nigeria’s tertiary education sector: should practical skills acquisition become an institutional priority across all higher education institutions rather than remaining an optional enrichment activity?
For IMT, the initiative reflects a determination to respond proactively to changing realities instead of waiting for them to dictate institutional relevance.
As the future of work continues to evolve, institutions of higher learning will increasingly be judged not simply by the number of graduates they produce but by the quality, adaptability and economic impact of those graduates.
In that context, IMT’s “One Diploma, One Skill” campaign deserves attention beyond Enugu. It represents an emerging educational philosophy that seeks to redefine graduate success, not merely as the possession of a certificate, but as the ability to innovate, solve problems, create value and contribute meaningfully to national development.
Whether the initiative ultimately becomes a national model will depend on its long-term outcomes. What is already evident, however, is that it has placed an important question at the centre of Nigeria’s education discourse: in the 21st century, should a graduate leave school with only a diploma, or with a diploma and a skill capable of transforming both individual lives and the wider economy?
• Eze, a lawyer and lecturer writes from Enugu.
