INSIGHT ON THE EIBIC PROGRAMME IN NIGERIA

Given the alarming rate of unemployment in the Nigeria, especially among graduates, necessitated by the socio-economic reality, the Federal Government efforts towards remedying it is a good step in the right direction. Like the statement of the current Minister of Education, Maruf Tunji Alausa, in relation to the subject under discourse below: “The world is changing rapidly. Technology is reshaping industries, and many traditional jobs are disappearing. Even as new opportunities emerge, if we do not prepare our young people adequately, we risk widening the gap between education and employability,” The statement was made during the launch of the EIBIC Programme.

The Entrepreneurship, Innovation and Business Incubation Certificate (EIBIC) programme is an initiative of the Federal Government of Nigeria launched in March 2026, which is facilitated or administered  by the Federal Ministry of Education, aimed at equipping tertiary institutions students with vocational skills that will make them become enterprising and self-employed before and after graduation. At the end of the students' programme duration in school, they are expected to earn double certificates (degree and vocational certificates) as it is designed to run side by side, which will indeed,  provide them an edge in the labour market - in order to bring down the rate of graduates unemployment.  The programme basically, is designed to marry or interwoven education with entrepreneurship to unlock potential and build capacity of students of federal tertiary institutions in Nigeria on entrepreneurial initiatives, as a way of responding to the present socio-economic reality, through attitudinal re-orientation which will enable a change in the ways of thinking and doing things.

 EIBIC Programme is an effective response to the changing reality in the socio-economic setting of Nigeria. When this new attitude is fully adapted to, which will affect career choice or preference, not narrowing it down to formal and paid employment, popularly referred to as 'white collar jobs', in offices or secretariats. The orientation alone, not to talk of the entrepreneurial skills, can spur the students to speedily come to terms with the current situation, and respond effectively by adapting or adjusting to changes rapidly.

As the education minister pointed out above, about technology reshaping industries, traditional jobs disappearing, while new opportunities have emerged, painting a clear picture of, not only 'white collar jobs being fashionable, but 'other collar jobs', against the backdrop of colonial heritage in terms of attitude of Nigerians, especially graduates, towards employment. High rate of unemployment has become a serious factor in responding effectively by government to the existing socio-economic reality. That is why relevant stakeholders should key in, to harness the emerging opportunities. Entrepreneurship becomes that new socio-economic orientation.

It is the demand of the time which all and sundry must key in, to stamp out the colonial attitude exhibited by Nigerians towards education and employment, and also, to stamp out unemployment in Nigeria, especially among graduates.

UNDERSTANDING THE CONCEPT OF LOAN: NELFUND IN PERSPECTIVE.

In the most simplified term, loan entails borrowing money which one cannot afford, for a specific purpose or project. The central issue is affordability i.e. lacking the financial ability or muscle to execute a certain plan or project. Therefore, when one seeks to obtain a loan, it means such person lacks money/fund to carry out his plans. Loan cannot be requested when the need has not arisen, the need in this context is the lack of fund or non affordability, when there is a plan or a project to be executed - this implies inability to afford the financial cost of executing intended project. 

The Nigerian Education Loan Fund (NELFUND) is a Federal Government initiative intended to assist students of tertiary institutions who are incapable of affording their education, with the intention of paying back after graduation. The target of this Programme is specifically on students who are unable to meet the financial demands of tertiary education. The implementation process of the programme has to be unfolded in a manner which the beneficiaries and prospective beneficiaries be made to understand explicitly, its objectives, in order to avoid the usual Nigerians' attitude towards government's programmes - this trumpet is being blown based on the glimpses of manifestation of the issue raised above. 

The administrators of NELFUND, for sustainability sake, should sound a continuous note of warning to beneficiaries and intended beneficiaries, to be well informed about the status and purpose of the programme - granting loan to students of tertiary institutions. Loans are made to be repaid; it is not an empowerment programme. Therefore, they must be well orientated or educated about what the specified problem it intends to address. 

This piece is motivated by the  massive interest indicated  by students, prompting me questions: do these large percentage of beneficiaries and intended beneficiaries have the challenge of meeting their financial demands in school? Have Nigerian parents and guardians become so poorer such that they cannot afford their wards' financial demands in school? Do they know it is a loan which will be paid back after graduation? It is time to end the mortgaging of our collective future. It is time to change our attitudes and orientations towards government's programmes, else the sustainable development being earnestly graved for will continue to elude us.

For crying out loud, if your parents or guardian can afford your education or meet your financial needs in school, you do not need the loan. Do not create unnecessary and avoidable financial burden for your future - don't think of beating the system because it will not work. Give this opportunity for the real financially disabled students to grab, for this country to move forward. It is this same attitude that has denied the country development: the perception of seeing government as a well for exhaustively scooping and storing water for future use, while denying others who are thirsty, the opportunity to only quench their thirst. You don't have need for the stored water at home which you exhausted from the well, yet the well is empty, surrounded by citizens who are thirsty. Why not allow it in the well so that those in need can have access to at any time (government is a common patrimony, citizens should not exploit it, in order not to adversely affect others).

The NELFUND programme can be collectively supported to achieve sustainability in order to guarantee the future of the children. If this Programme is allowed to continue, i.e. devoid of exploitation, obtaining tertiary education, especially by the financially disabled citizens, will no longer be a challenge in Nigeria. LET NIGERIANS TAKE THEIR COLLECTIVE FUTURE INTO CONSIDERATION!

APPRAISAL OF THE 2026 NYSC REFORMS

The National Youth Service Corps (NYSC) is about to witness a major and unprecedented reforms, since its inception in 1973. It is the first holistic and comprehensive review of the 53-year old scheme in Nigeria, which the Federal Government disclosed it is aimed at transforming it into a skills-driven, productivity-focused youth empowerment institution, aligned with its ambition of building a $1 trillion economy. The reforms were necessitated by serious dissatisfaction, agitation and advocacy by Nigerians in various quarters, for the scheme to be scrapped or reformed, over its inability to serve the purpose it was created.

LEADERSHIP CHANGE 

The Minister of Youth Development, Ayodele Olawande, who is pivotal to this reforms provided a justification which I think is lame, inadequate and unacceptable. The statement below credited to the Minister, clearly expresses unsupported proof in validating the leadership aspect of the NYSC reforms: "We are not taking the military out of NYSC... Military is not taken away, there is no how you can take the military away. It is just saying that we are moving away from military mobilisation to civilian mobilisation,” (Punch newspaper, July 6, 2026).

Taking a critical look at the leadership organization of NYSC, one will not hesitate to object the Minister's statement, because outside the Director General (DG), who is a senior military officer and an appointee of the president, other management staff are civilians. Then, why will he now talk about moving away from military mobilization to civilian mobilization? Such statement is absolutely uncalled for and not good enough as justification for NYSC leadership change.

That so called military NYSC leadership outlook which the reforms have affected remains the best, since no one can tell what a full or complete civilian NYSC leadership outlook will be like. Moreover, the military remains one of the few organizations in Nigeria and the world at large, which continue to maintain high and unparalleled discipline, moral standard, integrity, and well respected, naturally it beshould be a veritable structure for grooming the youth (corps members), in an extremely corrupt country. Therefore, it is highly necessary for the effective function of re-orientating the corps members.

The critical questions that beg for answers are: why should such a statement be made, when NYSC top echelon are guided by relevant extant laws such as the constitution of Nigeria, NYSC Act, and other policy frameworks by government, in a democratic system? And what is the essence of the military diligently studying 'MILITARY-CIVILIAN RELATIONSHIP, if not for opportunity like this to test its hypotheses? This aspect of the reforms seriously needs to be looked at again, for a possible reversal, in the interest of the scheme and the country.

UNIFORM CHANGE 

The reason for change of uniform provided by the Minister of Youth Development, Ayodele Olawande, is to enhance local and indigenous manufacturing, in order to support the economy. It's quite unfortunate and shameful the reform has made a significant revealation (especially to those who are not active participants) about the production incapacitation of textile industry in Nigeria, regarding such massive project (NYSC uniform production). Designing the idea of local and indigenous production of uniform, is a welcome development, at any time, for reasonable Nigerians with fair knowledge of the country's deplorable economy. However, what cannot be taken hook, line and sinker, because it is not adequately justified, is the change of the uniform. Does it mean the same pattern of existing uniform (khaki), cannot be produced in Nigeria, at a reasonable cost, if economy is the reason being cited for the change?, frantic and diligent efforts can be made to this effect, based on the Ministers remark below? "It's Adire. So, Adire is being produced in Nigeria. We have them in Ogun, we have them in Kwara, we have textile industry. Let's put our money back into the country"  (Punch newspaper July 6, 2026).

THE HALLMARK OF THE REFORMS 

It is certainly the creation of the 11 specialized streams, to crown it all, a well thought out procedure for making selection, which happens at the registration point, for enrollment into the scheme. It will afford prospective corps members the opportunity to carefully make choices based on their academic background, skills profile and interest, which ordinarily before, the system/scheme would have made the choice for them, like the deployment or posting of corps members to place of primary assignment (PPA), not carried out sometimes, to reflect or consider academic background, area of interest and strength, being the leading reason for frustration, poor performance and low productivity, by corps members.

WHAT NYSC SHOULD MAINSTREAM 

Order than national integration which the changing social reality: insecurity in the country has deeply bedeviled the national fabrics. It makes the mantra and the main objective of the scheme fast fading away, witnessing a scheme which its policies are no longer pursuing and representing national outlook and semblance, in terms of posting and deployment of corps members. Undoubtedly, this conspicuously promotes regionalism (i.e. the adoption of reformed deployment strategy for addressing insecurity, involving zonal or regional posting, for the sake of familiarity with the environment corps members are deployed to). This is why national integration should no longer be the main and foremost objective of NYSC, rather, it should be tailored towards youth development, capacity building and hand-on experience acquisition, for fresh graduates.

HALLMARK OF THE 2026 NYSC REFORMS: THE 11 SPECIALIZED STREAMS IN FOCUS

Regarded as a remarkable milestone in the history of the 53-year old scheme (since 1973), the newly approved NYSC reforms by the Federal Government of Nigeria, is aimed at bringing the needed transformation to the scheme, which will enable it becomes a skills-driven, productivity-focused youth empowerment institution aligned with its ambition of building a $1 trillion economy. This was against the backdrop for serious calls and public outcry by concerned Nigerians and advocacy groups, demanding a total scrap or structural reforms, because the scheme was no longer serving it's original purpose, or has outlived its usefulness.

Below is the 11 specialized streams of the new NYSC reforms approved by the Federal Government of Nigeria:

1. Agric Corps

2. Medical Corps

3. Education Corps

4. Tech and Digital Corps

5. Legal Corps

6. Public Service Corps 

7. infrastructure Corps 

8. Green Corps

9. Enterprise Corps

10. Creative Economy Corps

11. Paramilitary and Security Corps

The beauty of this aspect of the reforms, is that it starts before call up and commencement of camping programme, i.e. at the point of registration, which clearly can be endorsed as a well thought out and intentional innovation aimed at creating the needed sense of focus, building capacity and providing support in fine-tuning career path, before eventually making journey into the labour market. It is well structured in a way that captures, connects or dove-tails every field of study with the broader or umbrella sectors of the Nigerian society, making it easier for prospective corps members to make choices, based on academic background, interest or skills profile. Unequivocally, it is the hallmark of the reforms, in the midst of intense criticism and ambivalence over some aspects such as the leadership change and the uniform change, being critical subjects of debate in the court of public opinion.

In the past, the scheme grew to become a frustrating institution for so many fresh graduates and Nigerian youth, instead of helping to build their capacity, bring transmission to their lives, as well as helping the country achieve national integration. Among the major areas the reforms have affected, as stated previously, which include: change in leadership, change in uniform, extension of orientation programme, etc, the introduction of the specialized streams stands out as the hallmark. This will bring to an end the random and insensitive placement or deployment of corps members, which hitherto did not pay attention to or consider their academic background, skills profile and interest. The resultant effect of this act was the usual frustration witnessed by corps members, in terms of achieving the original purpose of the scheme for corps members and low productivity to the country's economy. Now, a positive change will occur in this regard, when the necessary legal processes shall have been completed for effective implementation.

The salient question which seriously begs for answer is, how would one reconcile the encounter I had in 2016, where a fellow a corps member, specifically a graduate of accepting, was seriously shivering, agitating and fidgeting about facing the class for the first, asking while sweating profusely, how fellow corps members cope in class. I guess in her wildest imagination, such was indeed a rocket science, as she was repeatedly and surprisingly expressing how she never bargain for such, whereas it was a duty others accepted with pride, because it brought them pleasure and fulfilment (this is the reason people should not be forced to take up career path: this aspect of the reforms is such a great stride which will enable corps members have a well defined aand successful career). Similarly, in the same year and batch, another corps member, who was in all honesty, a square peg in a round hole was identified. A graduate of music teaching senior secondary school students Government, who made a serious and damaging blunder while teaching ''organization and structures of government in Nigeria', referred to the Lower or the Green chamber of the National Assembly as "the Federal House of Assembly". These and many other ugly cases, made the reforms long overdue, justifiable, and specifically, the creation of the 11 specialized streams as its Hallmark.

In conclusion, by way of making meaningful suggestion, the Entrepreneurship, Innovation and Business Incubation Certificate (EIBIC) programme, introduced in March 2026, by the Federal Government of Nigeria, for federal tertiary institutions, as a mandatory skill certificate programme for undergraduates, designed to be implemented side by side with the conventional degree programme. While the students have the opportunity of bagging double certificates at graduation (degree and skill certificates); it demands students to make selection on their choice of skill based on interest and academic background, which can be dove-tailed with the 11 specialized streams of the NYSC for corps members, to serve as a transition and consolidation programme, carried forward from school. This will mean aligning or harmonizing what was selected at undergraduate level with the NYSC level, to enhance continuity, efficacy and sustainability, while avoiding policy isolationism (i.e. the isolation of policy formulation from existing related policies, which have the property to enhance or guarantee policy continuity and sustainability), a bad omen which commonly characterizes and considerably contributing to policy gaps in Nigeria. Same suggestion is made in a related post titled "MARRYING ENTREPRENEURSHIP AND EDUCATION TO COMBAT UNEMPLOYMENT IN NIGERIA".

THE PLIGHTS OF NIGERIAN GRADUATES

Graduates are category of people who have passed through either college, mono -tecnique, polytechnic or university known as higher institutions. Put differently, they are set of people who have received higher education which make them part of skilled labour or skilled work force, which emphatically portrays their usefulness in the society. Because of huge complexities and myriad of challenges defining the country, Nigerian graduates have been greatly affected, and are faced with serious numerous plights which are desperately beaconing for redress. It is aimed at avoiding the purpose of acquiring higher education being defeated; considering the prevailing situation of education in the country - low quality and standard - as a result of misplaced priority, because it is not given adequate attention by relevant stakeholders in the country, including the misconception and poor attitude Nigerians have towards the phenomenon.

These plights will clearly be discussed in two parts, namely cultural expectations and social changes which involve predominant challenges or conditions, as well as highlighting the main mitigating factors for remedying the worrisome situation.

1. CULTURAL EXPECTATIONS 

This is mostly concerned with what the society accept and believe to be their way of life. In this context, it means what the Nigerian society generally accept and believe (social norms) and what they  hold in high esteem (social values). These include but not limited to the following:

i. Employment:

Nigeria's society believe that immediately one becomes a graduate, job should be made ready, specifically, white collar job (office, secretariat or salary job). If it fails to happen that way, such graduate is regarded as a failure, forgetting that modern society is very complex, dynamic, and always in the state of flux. Notably, attention has been shifted from that colonial heritage (attitude towards employment handed down from the colonial era), based on present prevailing circumstances, i.e. from 'white collar jobs' to 'other colored collar jobs', expressing a paradigm shift in the long standing and deeply rooted attitude and practice of gaining office, secretariat and salary employment after graduation. This was a colonial roadmap to have highly skilled work force in the civil service in order to help further their colonial perpetuation. In light of the above, it should be well instituted and well publicized that white collar job is no longer fashionable. People no longer go to school in order to have paid employment. That old fashion attitude should be completely dismantled in the country.

ii. Rich And Wealthy Attitude:

The Nigeria's society believe that the sole aim of going to higher institution is to come out and become rich and lives in affluence (this is the poor and misconstrued attitude of Nigerians that should be re-orientated). Education or being a graduate does not make someone rich and wealthy - it is a misconception and erroneous belief which has been dominant and widespread for many decades in the country. In order to arrest this wrong belief, the country should design and implement an effective attitudinal re-orientation programme, to educate and create awareness, that will help disabuse the minds and belief system of Nigerians.Basically and traditionally, the main aim of gaining higher education is to have developed knowledge capacity and skills necessary for solving personal and social problems, and if the knowledge is properly or legitimately managed and channeled, can certainly fetch one riches and wealth, which is the accompanying effects.

iii. Change In Social Status

The Nigeria's society believe that gaining higher education elevates one's social status and fixes one in a highly esteemed class. People troop to higher institutions to become graduates, yet many are not educated, creating another layer of social problem which continues to haunt the country and stalls it's development process. It can lead to attendant issue such as unemployability of graduates as well as under-employment.

iv  Family Expectations

Many are graduates because of family expectations such as pride, status and feud prosecution and pursuit. Families or communities that indulge in age long feud could send their children to study courses such as law, in order to help them prosecute cases passionately, honestly and confidently, based on the commitment and pursuit of family or community course. This mainly happen for the purpose of maintaining pride and class of age-long rivalry. Many Families usually see such achievement as enviable feat and a wonderful reference point, to have members who are graduates from institution of higher learning (a source of pride to flaunt around). This is one deeply rooted cultural problem that should be tackled in Nigeria - the attitude of having many graduates who are not necessarily educated.

2. SOCIAL CHANGES

These are predominant and prevailing conditions common in the Nigerian society, as a result of it's dynamic nature, clearly expressing the fact that things have changed, since every society is always in the state of flux. Some of the highlighted aspects of change constituting plights for Nigerian graduates include:

i  Unemployment

Gone are the days jobs were waiting, hunting or chasing graduates, during and immediately after graduation. The reverse is the case now, as graduates are the ones seriously in stiff competition, hunting and chasing for few available jobs in the country. The unfortunate limited opportunities, resulting in unemployment, is a serious social manace currently facing Nigerian graduates and the Nigerian state. It can be addressed largely by the government, being the primary agent of social change, by creating and supporting enabling environment for entrepreneurship development, towards job creation and self-employment in Nigeria.

ii. Low Quality And Standard Education 

The intention of going to school is to acquire education for capacity development and relevant skills from the trainings one will pass through. However, with low quality education, Nigerian graduates are not well trained and skilled, having serious negative effects on their employability, which most often leads to unemployment and under-employment. At the larger scale, it causes low national productivity and depletion in productive forces (PF) of Nigeria. Lack or inadequate skilled labour or man power is the product of low quality and standard education. This can create a situation of available employment opportunities, with graduates lacking eligibility requirements because the quality of education is incapable of producing highly trained and skilled graduates. This definitely contributes to the plights of Nigerian graduates.

iii. Half-baked Graduates

Nowadays, too much emphasis on certificates (paper qualifications) rather than competence, has largely contributed to Nigerian graduates being tagged or labelled as half-baked, unskilled, incompetent and mediocres, because acquiring ideal education is no longer a top priority for most students. That is why the rate of examination malpractice is alarming in the country, because students go extra miles or out of the way, to acquire certificates which they cannot defend. The consequences of this phenomenon are grave and enormous, first, to the graduates who will be under-employed and unemployed, and second, to the Nigerian state, that will witness decrease, incapacitation and incompetence in national work force - the resultant effects are inadequate productive forces and low national productivity.

THE WAY FORWARD 

First and foremost, education across all levels should be prioritized, in terms of funding, curriculum design (being in tune with present realities) and effective monitoring, while adequate attention should be paid to quality and standard, to increase skills, capacity, competence and employability of graduates. More importantly, from all segments of the Nigerian society, entrepreneurship and entrepreneurial skills should be advocated, promoted and advanced, for job creation and self employment. In view of the above, Nigerian educational system should be designed and tailored towards the advancement of this lofty idea, if the pursuit of sustainable development will see the light of day. And, this will definitely eradicate or alleviate the plights Nigerian graduates are facing.

MARRYING EDUCATION AND ENTREPRENEURSHIP TO COMBAT UNEMPLOYMENT IN NIGERIA.

Marrying education and entrepreneurship signifies the idea of dove-tailing or tailoring education with or towards the direction and advancement of entrepreneurship - entrepreneurial skills, innovations, etc, for the purpose of combating or solving unemployment, by facilitating and maximazing job creation and self-employment in Nigeria.

ENTREPRENEURSHIP 

It is noteworthy that enterprise related ventures are profit-driven in nature, clearly distinct and distinguished from non-profit establishments. From the foregoing, entrepreneurship is basically concerned with the act or process of undertaking personal initiatives which involve coordination and mobilization of both human and material resources (ideas, knowledge, time, energy, capital, etc), to establish profit making ventures. While an entrepreneur is one involved in coordinating and carrying out the act stated above.

THE NEED FOR CHANGE IN THE SOCIO-ECONOMIC CULTURE OF NIGERIA

A paradigm shift, a change in attitude or attitudinal re-orientation, as well as inculcating new ways of thinking and doing things, in the society vis-a-vis socio-economic ventures or enterprises, away from the traditional, achaic, and old fashion pattern influenced mainly by colonial heritage, which has outlived its usefulness or importance. Based on the existing socio-economic realities, given the significant evolution and metamorphosis in socio-economic structures, necessitated by social changes, manifested in massive unemployment as a result of government's incapacitation in accommodating or absorbing the entire work force, entrepreneurship naturally becomes the way out of the economic factor.

The pre-colonial economy of Africa and specifically Nigeria, was interrupted by the advent of European colonialists, whom after subjucated the locals, instituted or superimposed a system which was totally alien, to enable them administer the territory effectively - an action which its interest was purely economic-centred. This social change eroded the old way of thinking and doing things, to a great extend, and coerced the locals to learn and adapt to the new socio-economic realities, specifically the new socio-economic structures (emerging industries or means of livelihood of the time). Many decades after the departure of the colonialists, the system and pattern left behind, have continued to pose serious threat or become a cog in the wheel of Nigeria's efforts in charting a new course and setting a unique and perculiar agenda - that old or previous way of thinking and doing things (during the colonial era), which is the colonial heritage carried forward to the independence era, is what should be re-orientated, eroded or knocked out in Nigeria (i.e. Nigerians must do away with the old and accept or inculcate the new ways of thinking and doing things).

The new or existing socio-economic realities, is the state of unemployment, signifying government's incapacitation to provide all citizens with employment - this attitude of regarding government as the only provider of jobs and other economic opportunities, is what Nigerians must change from, and imbibe the attitude of self-econonic initiatives that will lead to or enable job creation and self-employment - that is basically what entrepreneurship is centred around.The change in attitude can only effectively occurred through entrepreneurship education, which will involve having a well designed system with roburst curriculum, which dove-tails or speaks to the socio-economic reality in the country.

CURRENT GOVERNMENT'S EFFORTS: PLANS AND PROGRAMMES

The acknowledgement of this reality by the Minister of Education, Dr Maruf T. Alausa, who stated that "The world is changing rapidly. Technology is reshaping industries, and many traditional jobs are disappearing. Even as new opportunities emerge, if we do not prepare our young people adequately, we risk widening the gap between education and employability,” Incidentally, he made the remark at the launch of the Federal Government's entrepreneurial initiative programme for students in the tertiary institutions known as "The Entrepreneurship, Innovation, and Business Incubation Certificate (EIBIC) programme", designed for the purpose of preparing them ahead of life (before and after graduation), as a critical, timely, and effective response to changes in the socio-economic culture of Nigeria.

THE ENTREPRENEURSHIP, INNOVATION AND BUSINESS INCUBATION CERTIFICATE (EIBIC) PROGRAMME 

This Federal Government initiative launched in March 2026, by the Federal Ministry of Education, is designed for students in federal tertiary institutions, kick-started with 14 federal universe in Nigeria, with intention for expansion in subsequent years, across all the tiers of tertiary institutions. The 14 pioneering federal universities selected across the six geo-political zones of country, in no particular order, include:

1. University of Benin

2. University of Port-Harcourt

3. University of Nigeria, Nsukka

4. University of Ibadan 

5. Ahmadu Bello University, Zaria 

6. University of Jos

7. University of Abuja

8. University of Lagos

9. Uthman Danfodio University, Sokoto

10. Bayero University, Kano

11. University of Maiduguri 

12. Obafemi Awolowo University, Ile-Ife

13. Nnamdi Azikiwe University, Awka

14. Abubakar Tafewa Balewa University, Bauchi

The EIBIC programme is a compulsory entrepreneurship training programme designed for students to undertake along side conventional academic programme, which on graduation, they will bag both degree and vocational certificates, meant to build self-reliance, job creation and self-employment, to address or end unemployment challenge among graduate. This is a typical example of how education is marrying entrepreneurship in Nigeria.

THE STUDENT VENTURE CAPITAL GRANT (S-VCG)

The initiative introduced by the Federal Government of Nigeria, is focusing on providing support to innovative ventures by undergraduates in STEMM, which is an acronym for Science, Technology, Engineering, Mathematics and Medical Sciences. The initiative is furnished with up to N50 million in equity-free funding, aimed at enabling the transitioning of students' innovations from an idea stage to monitized, enterprise-driven establishments stage. The occurrence of students successfully translating innovative ideas into concrete profitable ventures and commercialization, signifies education marrying entrepreneurship successfully.

THE NATIONAL YOUTH SERVICE CORPS (NYSC) SAED PROGRAMME

The NYSC's Skills Acquisition and Entrepreneurship Development (SAED) programme, designed for corps members is a welcome development - a well thought out initiative which government needs to take a second look at, in terms of its result or productivity. Over the years, It has recorded a very low and unimpressive result, due to poor design and implementation. Although it serves as an introductory phase, which after passing out from the camp, corps members are expected to carry it forward, by getting enrolled outside the scheme, to gain mastery of their chosen skills from Consultants, during their service year. On the aspect of poor design and implementation, it lacks a follow up plan which should be captured or factored in, within the one year national service, not issuing a less than three weeks entrepreneurship development certificate, at the end of camping. It should be designed in such a way that corps members, before registration for enrollment into NYSC programme, determine what skill they intend to acquire (this is the point where the EIBIC  Programme should dove-tail and transit into NYSC SAED programme) during their service year, while the same diligent effort applied in earning the discharge certificate should also be replicated on the skill certificate, else no approval for service completion should be granted to corps members. This will demand the relevant corps directorate to upscale monitoring and supervision in order to achieve effective implementation.

Furthermore, the orientation camp as the name implies, should be made to  serve the purpose it was created, i e. attitudinal re-orientation of corps members, specifically, in terms of the existing socio-economic reality, i.e. entrepreneurship (for job creation and self-employment), as they would be gearing up to join the labour market fully. From an eye witness report, the indifferent attitude of corps members in camp (2015 Batch B stream 1), towards the entrepreneurship development programme, revealed that lots of fresh graduates have not really come to term with the change in socio-economic structures in the country. Poor design and implementation of entrepreneurship development programme, ignorance, etc can be attributed to why more than half of the corps members in camp participate passively in the SAED programme, only for the sake of fulfilling camp, requirements, because they think those who participate actively are either mediocres (known as the never do well) and those who are not highly connected in the society, and may have difficulty gaining employment immediately after passing out, while the issuance of certificate after three weeks camping was not impactful and effective testament of the programme.

Finally, if education get married to entrepreneurship in Nigeria, based on the current efforts and direction of government, the serious challenge of unemployment will be considerably addressed, while leading to Nigerians adapting to new and emerging industries or socio-economic structures, cementing the new ways of thinking and doing things (attitudinal re-orientation) in the country vis-a-vis socio-economic.

NELFUND SUSTAINABILITY PLANS: REPAYMENT OF LOAN IN PERSPECTIVE

Lots of development Programmes have been designed and implemented in Nigeria, with very little success recorded. Most often than not, they usually lack sustainability plans, owing to factors such as political instability, change of government or administration, which is the most prominent currently, as a result of the culture of discontinuation or lack of continuity in public policy by successive government, mismanagement of resources, limited or inadequate resources, etc.

In view of the above, the Nigerian Education Loan Fund (NELFUND), is a Federal Government's initiative designed out of the Students Loan Act of 2024, to provide loan to students of tertiary institutions from poor home who cannot afford tertiary education.

The repayment plans as explicitly stated in the NELFUND portal can be accessed through the link below:

1. REPAYMENT PLAY ANALYSIS

I. EMPLOYED BENEFICIARIES

The two (2) years interval after the National Youths Service Corps (NYSC) is soothing and convenient, creating the needed allowance before the 10% remission or deduction from the salary of employed beneficiaries kick-starts. This is the only set or category of graduate beneficiaries NELFUND will not face difficulty with in repaying the loan. Therefore, to enhance continuity and sustainability of the programs, the Federal Government should strategize means of ensuring they gain employment before the two (2) years interval.

ii. SELF-EMPLOYED BENEFICIARIES

The plan is unable to specify how the 10% profit of a self-employed beneficiaries will be remitted. This is not the story about it pays to be honest. This identified loophole will certainly be capitalized upon by many beneficiaries, the poor attitude of Nigerians towards government's programmes will certainly play out. So, to ensure efficient sustainability, a more better, effective and workable plan should be designed and effected. In all honesty, determining 10% profit of self-employed beneficiaries and getting them to be regularly committed in remitting same, is unrealistic and a tall dream for NELFUND. If this aspect is not redesigned and the highlighted grey issues clearly ironed out, the sustainability plans as well as the entire Programme may fail woefully.

iii. UNEMPLOYED BENEFICIARIES

No beneficiary should be expected to be unemployed after two (2) years of completing or exempted from the National Youths Service Corps (NYSC), else it becomes another avenue for exploiting the system, regardless of the quarterly report or update about their employment status. With the introduction of the Entrepreneurship, Innovation and Business Incubation Certificate Programme (EIBIC), across the tertiary institutions in Nigeria, if it is strictly implemented according to the existing blueprint, it should be made totally unacceptable for graduates and specifically, NELFUND beneficiaries to remain unemployed after two (2) years of completion or exemption form NYSC. The poor perception of Nigerians towards employment should be re-orientated - Nigerians think that it is only people who are salary earners, perhaps working for government or organized private sector, are those who are not unemployed. The issue is also a factor responsible for the problem of data in Nigeria. To remedy the situation, adequate sensitization and attitudinal re-orientation is seriously need to effect a paradigm shift or new way of thinking in the country.

iv. JOB LOSS OR DEAD

Job loss is occurrence of certainty in the labour market, as well as death of beneficiaries, being an unavoidable natural occurrence. However, the fear which may become a reality, in view of the NELFUND sustainability plan, is the poor attitude of Nigerians towards public policy (government's programmes), citizens taking undue advantage of or capitalizing on the loopholes of systems, because they feel it is no man's business or owns by no man. It usually triggers or prompts the action of dragging or striving to share what should ordinarily be a long term programme designed to benefit the highest number of the public over time - such requires the public protection for sustainability, instead of expressing the usual 'i-don't-care-attitude' or 'attitude of exploiting and taking from government because it is owned by no man'. To cure this ignorance, Nigerians must know that government is owned by the people (public). Fine-tuning and redesigning of the payment plan in tandem with the existing reality of citizens exploiting the loopholes surrounding job loss and death is extremely needful, based on the foreseeable occurrences.

STRENGTHENING THE INTER-AGENCY COLLABORATION FOR NELFUND SUSTAINABILITY 

a. ALL TERTIARY INSTITUTIONS' 

The bedrock of NELFUND programme implementation, school fees of beneficiaries are paid directly to the various schools. The collaboration should go beyond what is stated above, to include regular provision of academic records of beneficiaries, to appraise their performances, as well as their conduct, this may also add to the success of both repayment and sustainability plans of the NELFUND programme. Unserious beneficiaries who may end up not graduating or graduated with poor academic performance, with low aptitude and skills, who may not have appreciable or high value in the labour market, which will pose a serious challenge to repayment plan, should be well checked to avoid waste.

b. NATIONAL YOUTH SERVICE CORPS (NYSC) 

The next interfacing platform which is quite essential, especially regarding the newly introduced Federal Government policy, the Nigeria Education Repository and Data Bank (NERD) which is a digital platform designed for the purpose of aggregating, preserving and verifying academic records and publications across Nigeria's education tiers - is also tied to NYSC programme enrollment. The new NYSC policy mandates all prospective corps members to own NERD account and have the national student number (NSN) assigned to them from the digital portal before being considered for NYSC programme. NELFUND collaboration with NYSC which is a transition platform for new graduate beneficiaries, can help in tracking them towards ensuring strict adherence to repayment plan. Now, without NERD registration, no NYSC and without NYSC, no exemption or discharge certificate. Knowing full well that In Nigeria today, no graduate can gain meaningful employment in a formal organization without having the NYSC exemption or discharge certificate, except for graduates of college of education. It is one effective monitoring and control measure that will assist NELFUND in tracking beneficiaries for prompt repayment.

c. ENTREPRENEURSHIP, INNOVATION AND BUSINESS INCUBATION CERTIFICATE PROGRAMME (EIBIC)

The EIBIC Programme is designed for the purpose of solving unemployment challenge among graduates of tertiary institutions in Nigeria. That is why attention will be focusing on hand-on-experience activities and establishment of enterprises or ventures by students before graduation. Strong collaboration between NELFUND and the EIBIC Programme's administrators should be fostered, to enable access to NELFUND beneficiaries' records of EIBIC Programme for smooth and seamless performance appraisal, and successful completion in order to increase employability of beneficiaries graduates or raise employment opportunities, for seamless repayment of the loan.

d. CENTRAL BANK OF NIGERIA (CBN)

It becomes strategic and indispensable partner with NELFUND because of Bank Verification Number (BVN). The apex bank's policy is paying off a great deal in combating financial crimes in the financial sector. BVN is an effective measure or control that can be deployed in redressing some loopholes or deficiencies in the labour market. 

e. NATIONAL IDENTITY MANAGEMENT COMMISSION (NIMC)

Without having clear-cut identity of beneficiaries, repayment plan may be very difficult to achieve, so, collaborating with the National Identity Management Commission (NIMC), will add to repayment success as well as sustainability of NELFUND programme. Beneficiaries who intend to beat the system or cut corners, may easily be identified, identity crises and identity theft issues will be considerably curtailed.

2. ASSESSMENT OF ELIGIBILITY OF PROSPECTIVE BENEFICIARIES OR APPLICANTS.

I. Appraisal of beneficiaries' aptitude.

ii. Appraisal of beneficiaries' school performance.

iii. Government or NELFUND administrators should make the EIBIC Programme a priority for all beneficiaries, in order to make loan repayment easier.

MARRYING EDUCATION AND ENTREPRENEURSHIP TO COMBAT UNEMPLOYMENT IN NIGERIA.

The current efforts by various governments in Nigeria in combating unemployment, is a welcome development. For efficacious and sustainable intervention, the need arose, to not only focusing on education to stem the tide of unemployment, but combining it with entrepreneurship - the new way of thinking. It involves incorporation of entrepreneurial skills and projects that will train and groom students to become self-employed, before or after leaving school, into the school curriculum, for the purpose of tackling or reducing the surging unemployment rate in Nigeria.

The Entrepreneurship, Innovation and Business Incubation Certificate Programme (EIBIC) of the Federal Government, which has commenced in earnest, in 14 Federal universities in the country, with intention to expand it to all the Federal Universities in 2027 i.e. next year, and across all tertiary institutions in 2028, is a suitable case in point. Another Programme worth mentioning is the Student Venture Capital Grant (S-VCG) as stated on its portal, "is a Federal Government of Nigeria initiative designed to support full-time undergraduate innovations in STEMM (Science, Technology, Engineering, Mathematics and Medical Sciences) with up to N50 million in equity-free funding." The aim of the programme is to ensure transitioning of students innovations from the idea level to sociable commercialized businesses.

These and many other programmes introduced by governments, specifically the Federal Government which initiated the spotlighted pones above, is an expression of a strong commitment towards combating unemployment in the country, especially among graduate population. Dove-tailing or marrying education and entrepreneurship is an explanation of great insight exhibited by governments, regarding the existing economic reality and a reflection of the shift in socio-economic setting or structure. The new way of thinking is building graduates towards becoming self-employed before graduation, in order to reduce the rate of unemployment in the country. That is the way forward. The various governments should do more to interprete and reflect this visin effectively, while the citizens should be well re-orientated for attitudinal change and adaptation. The main concern which should be a headache to all and sundry, is the sustainability of the programs being tailored towards the present socio-economic reality - self-employment and a shift from over-dependent on employment from government and the private sector (salary or paid employment).

INSIGHT ON THE MANDATORY ENTRENEURSHIP CERTIFICATE PROGRAMME (EIBIC) FOR STUDENTS IN FEDERAL TERTIARY INSTITUTIONS IN NIGERIA.

The Entrepreneurship, Innovation and Business Incubation Certification (EIBIC) programme initiated by the Federal Government of Nigeria, is set to kick-start this year, 2026, with 14 federal universities designated to pilot the programme, while intending to expand it across all federal universities by next year, 2027, by 2928, to all tertiary institutions - polytechnics and colleges of education. The EIBIC is designed for students in the tertiary institutions as a compulsory entrepreneurship development Programme that will run simultaneously with conventional academic programmes, from first level to final. The students will receive additional certificate in entrepreneurship upon completion, alongside the usual academic degree.

Entrepreneurship is key and central to the present reality (unemployment) facing the labour market in Nigeria. It is believed that entrepreneurship has what it takes to remedy or address the biting social phenomenon that has continued to bedevil the country, especially, when factoring in related human development indices such as average income per head (income per Capita) and standard of living (SOL). The worrisome situation has continued to stir up or triggered thought-provoking initiatives especially around the tertiary institutions, because it boats of producing the biggest percentage of the unemployed population in Nigeria.

There are so many unsuccessful initiatives made by the government towards solving unemployment in Nigeria, especially for students who will later constitute part of the problem, when they might have graduated. The introduction of mandatory entrepreneurship certificate programme (EIBIC) for students in tertiary institutions is the newest, followiing the introduction of compulsory entrepreneurship course across the tertiary institutions' curriculum some years ago.(about 2006/2007), by the National Universities Commission (NUC), with the aim of solving graduates unemployment challenge in the country, and it was effective from the 2007/2008 academic session. However, it has not fully yielded expected result due to poor implementation, focusing basically on theoretical aspect.

In view of the above, there are critical and actionable strategies that should be highlighted and mainstreamed by the relevant stakeholders, especially Ministry of Education, NUC, and the various universities, if this laudable initiative will yield expected result. These include:

(1) SUSTAINABILITY PLANS

It should not only stop at issuance of certificates, because such is what education is mainly not. That is why the certificate aspect of the programme should not be celebrated or mainstreamed. Efforts should be channeled towards what the students will use the knowledge and exposure for, during and after graduation. Effective follow-up mechanism for monitorring and evaluating performance and resilience (stability) of ventures that will be set up by students should be the underlying issue. Such designed plan should be well researched on, in order to reap expected benefits of the programme.This should form core part of implementation plans, to emphasize its seriousness and importance to the success of the programme. Part of the strategy should include establishing strong partnership and collaboration with relevant government's departments, agencies and ministries, to assist in monitoring the growth and resilience of the ventures that will be created by students during and after graduation. For example, National Directorate of Employment (NDE), Ministry of Youths Development, National Youths Service Corps (NYSC), Small and Medium Enterprises Development Agency of Nigeria (SMEDAN), etc. can be brought in for effective joint implementation of the sustainability project of the EIBIC Programme.

Another aspect of the sustainability plans is the participatory monitoring and evaluation (PM&E), which should be expanded beyond the  concerned implementing organizations, to include supportive organizations such as mentioned above; the main aim is to factor in the transitioning process from studentship to graduate level, which the school management may not have direct control over them, to ensure effective implementation of the programme. For this to be effectively achieved, all hands, specifically the relevant stakeholders, must be on desk, to ensure gaps are identified for actionable steps to be taken and targets are met.This is part of what will guarantee the success of the EIBIC programme.

(2) STRONG PARTNERSHIP AND COLLABORATION PLANS

This EIBIC Programme is too big for only one or two organizations to implement successfully, the transitioning process and the referral components that will connect so many of her organizations, makes the plans extremely necessary. Aside from the government, the private organizations fit in very well for this purpose, perhaps as part of discharging their corporate social responsibility (CSR) to the public, and we'll meaning citizens, to successfully drive the programme. This should commence immediately fresh students are enrolled or onboarded into the programme in their first level, to ensure smooth continuity and should be designed to take effect in stages, as they move from various stages in life.

The programme transcends studentship, the schools alone and may be the relevant regulatory body will be incapacitated or limited, in terms of resources to execute it effectively. There is need for strong partnership and collaboration to guarantee needed support, especially on sustainability drive, which should focus primarily on the sustainable implementation of the programme after graduation. The private sector should be seriously tasked to help contribute in this regard. Many government's programme have failed due to lack of sustainability strategy, this should not follow the same failed pattern.

(3) PRACTICAL AND LUCRATIVE VENTURES/PROJECTS DEVELOPMENT FOR EACH STUDENT 

practical and projects development should be mainstreamed, instead of certificates, so that students can be able to create innovative sustainable projects that will translate into job creation before graduation. Don't tell me the incentive or motivation is to have double certificates upon graduation. The programme should take the form of undergraduate research project, which is a partial fulfilment for the award of a degree. However, the EIBIC Programme should be more concerned with the practical skills of the students in the specific area of interest, to guarantee proficiency and profitability in the area of one's business or enterprise. Similarly, the project development should form part of the fulfilment requirements for the award of the entrepreneurship certificate, on graduation.

The practical project development should be bothered on or centred around sustainability drive, in a way that would enhance job creation and employability status of prospective graduates. The long term plan of such project development should be the core yardstick for undertaking it, as will be scrutinized by the relevant authorities for subsequent approval. Don't forget, the primary objective is to create jobs and reduce alarming unemployment rate bedeviling the country.

(4) INTERNSHIP/INDUSTRIAL TRAINING (IT)

Internship and industrial training(IT) is usually undergone by students in their various areas of study or specialty, for the purpose of obtaining practical skills on the knowledge acquired in school. This should happen for mastery, exposure and experience sake, especially for those with interest in the technical related field. Since the EIBIC Programme involves the entire tertiary institutions, some students would definitely pick interest in technical related ventures, perhaps based on their field of study, which may demand enrollment for internship programme to obtain practical experience before being able to set up something similar. There are so many businesses that require such process before one is able to set one up . 

The point of emphasis is this: such internship programme is definitely more useful and important than certificate, hence the need it should be mainstreamed, for the successful implementation of the EIBIC programme.

THE FIVE (5) TYPES OF EDUCATION NEEDED MOST IN NIGERIA

INTRODUCTION 

What will fetch Nigeria development rapidly is undoubtedly education, it will continue to be the bedrock and foundation of social development, although Nigeria has not made it a priority, based on existing realities. That is why the system and state of education in the country is quite unimpressive, because it is unable to produce desired or expected result. Nigeria is not a literate society, but records a high rate of school enrollment, and low rate of illiteracy, which is a direct opposite to having or obtaining positive result. Making a reference to a related post titled "THE DEVELOPED COUNTRY NIGERIA WISH TO BE" can elaborately support the above assertion.

In light of the above, with emphasis on placing priority on needs, the five (5) types of education needed most in Nigeria, which can instigate or stir up the needed structural changes are extensively discussed below:

1. MORAL EDUCATION 

The spate of decadence in Nigeria is quite worrisome, it draws attention to non-existing or ineffectiveness in socializing morals especially by children and youths population of the country - for more clarity on this, a related post titled "WHAT EDUCATION IS NOT!" will throw more light. This cannot be dissociated from the high rate of corruption especially bribery, insecurity, examination fraud, electoral fraud, human trafficking, smuggling especially fake or imitating products, nepotism and favouritism, etc. intractably prevalent in the country. It is quite unfortunate that if the alarming rate of decadence is not arrested on time, it could plunge the country into perpetual and irredeemable state of anarchy. For instance, it is disturbing witnessing the spread of kidnapping and the confidence exuding by kidnappers in demanding for Ransome from kidnapped relatives, inundating pages of national dailies, on a daily basis, in Nigeria. The fear of citizens becoming so used to such tensed situation, as it is gradually gaining ground, raises thought provoking and viable measures on the redemption expectation, which could translate into rectitude required in building a better society. As the 2027 General Elections is approaching, citizens and particularly, eligible voters, can adopt this as a yardstick or parameter in making their choice of leaders, since morality is quite essential in social development.

2. VOCATIONAL AND TECHNICAL EDUCATION 

Vocational and technical education is not well appreciated in Nigeria as a result of erroneous and misconstrued orientation and attitude towards grammar and secretariat education, handed down from the colonial era. It has made Nigerians confirmed to belief and reality that going to school or having education will lead one to working in an office, probably in a secretariat, else your schooling will be regarded as a complete waste of resources. This attitude has made people who possess vocational skills to be regarded as uneducated, whereas it is not so in other countries. This is the paradigm that should be shifted - i.e. change in ways of thinking and doing things, in order to combat the high rate of unemployment in the country. What really is education? Is it all about speaking grammar and carrying big books? Are people who have vocational and technical education not educated? Nigerians must answer this question and become conversant with the truth, so that the change in attitude can occur.

3. POLITICAL (CIVIC/CITIZENSHIP) EDUCATION 

Whatever happens in the state (political system) is regarded as political, based on the classical understanding of the concept politics. A political scientist, Robert Dahl, has made people to understand that the consequences of politics is, unavoidable and inescapable, since the concept is an unavoidable fact of human existence. In other words, if man or human is taken out of the society, politics will cease to exist, supporting the statement credited to Aristotle: "Man by nature, is a political animal". Referring to a related post titled "POLITICS MISCONSTRUED" will provide more insight on the subject of discourse. In this regard, there is need for citizens to acquire political education, in order to understand better the political system, including it's processes such as decision making which will translate into public policy, and its consequences are common to all the citizens regardless of class or status, level of education, sex, religion, tribe or race, etc. The acquisition of knowledge about the state and government by citizens, is a big plus and highly advantageous since government is the main driver of social change, the chances of citizens instigating significant changes in the society will be high - however, illiteracy and ignorance, among other factors, are the reasons such is not occuring in Nigeria. The government has recognized this fact, that is why political education known as 'civic or citizenship education' is made a compulsory subject or course across all tiers of education in the country, although it is not producing desired and significant result.

In a society citizens are politically educated, government could hardly become arbitrary, tyrannical, oppressive, or repressive, the quote of Paul Valery "If the state is strong, it crushes us. If it is weak, we perish", lends credence to the above assertion. Such society records high level of political participation and inclusion, because by their capacity and knowledge based, they can hold government accountable, when there is abuse of power. Part of the political (civic/citizenship) education is the understanding of the law, which make the citizens responsible and law-abiding, which usually leads to orderly, stable and secure society, since crimes will drastically reduce, while political stability will be guaranteed.

4. FINANCIAL EDUCATION 

The rationale behind financial education is for citizens to incubate the attitude of prudent management of their finances/resources, in order to avoid waste, mismanagement, poverty and low standard of living. So many people have the capacity to make money, but do not have the capacity to judiciously manage it, which at the end of the day, could be classified among the category of citizens below the poverty line ($2:15) in Nigeria. It is also concerned with making choices and taking critical and rational decisions in business and investment, since they must have grappled with the understanding of the financial system and business environment. If Nigerians are well educated financially, it will certainly translate into high standard of living (SOL) in the country.

5. INFORMATION AND COMMUNICATION TECHNOLOY (ICT) EDUCATION 

The predominant revolution in technology which has been recorded in the past century in information and communication conspicuously depicts the massive giant stride in the development of a model global communication, which has made the world a global village. For example, information which used to take weeks and months before delivery and receiving of feedback, now travels at the speed of light, regardless of distance. That aspect of communication which now happens instantly or without delay, speaks volume about the magnificent innovations in the information and communication age. It makes relations and businesses across all levels of human endeavour easier and faster, reduces to a large extend barriers and inconveniences in the complex inter-dependent societies, be it governments, private organizations, or individuals, within and across national boundaries. Now, the necessity for ICT education in Nigeria is stemmed from its indispensable functions or roles it plays in the complex inter-dependent world,  which ICT is the driving force. Put differently, Nigeria and by extension, the world, cannot function effectively and efficiently today, without information and communication technology (ICT). It has interconnected all sectors of the Nigerian society, in a way that their existence and functionality, largely depend on it. The advanced innovations in ICT in the banking and financial sector, which has considerably helped in combating financial crimes and restore trust and confidence on Nigerians towards banking and investment, is a significant milestone. Gone are the days financial institutions would fold up unnoticeably and escape without trace, while customers will be unable to recover their assets. Look at the introduction of Bank Verification Number (BVN) with finger print identification and the critical roles it is playing in the banking sector and the economy. Similar feat is recorded across all sectors of the Nigerian society, including the government.

CONCLUSION 

Education will never cease to be the foundation and bedrock of development in the society, the need it should be pursued vigorously. To get this executed effectively, the need based approach should be adopted, in order to avoid misplaced priority and mismanagement associated with the pursuit of too many or multifarious goals. The necessity for the five (5) types of education needed most in Nigeria, arises from the usual misplacement of priority witnessing in the country. If this is effectively put into consideration, it can fetch Nigeria development rapidly.

EDUCATION IN NIGERIA

INTRODUCTION 

Education is greatly misunderstood in Nigeria, that is why it is not producing effective or meaningful result, the way it ought to. Ideally, education should be the foundation or bedrock of sustainable development, but if the foundation laying is not paid adequate attention to, or overlooked, like what is playing out in Nigeria today, efforts made towards development will be amounted to a sinking sand, which lacks base, support and sustainability. In the previous post, "What Education Is Not!" which explicitly explains and mirrors exactly what is holding sway in Nigeria, in the name of education. It also exposes in details what Nigerians are running after, which is mainly not what education is all about. It is indeed a true reflection of how education has been misconstrued, Nigerians have left out the major and ignorantly pursuing the minor, hence the need for re-invention of the meaning and understanding of the subject, and re-orientation on what it is basically concerned with, so that Nigeria will begin to derive bountiful yields from the it. 

By education in Nigeria, it is referred to the system and state which education is, being in appalling and deplorable condition, needing critical intervention for optimal performance and productivity.

DEFINITION OF EDUCATION 

Though the concept of education may vary from people to people, place to place, and from time to time, as widely acknowledged by scholars. According to E. N. Etuk and others, in a book titled "Curriculum: The Basics of Planning and Implementation" the concept is seen generally as "The sum total of all the processes by which members of the society acquire the desired knowledge, skills, attitude, and other capabilities which enable them to live effectively and contribute positively to the development of the global community". Beyond socialization, which is quite pronounced and outstanding about education, it is also defined as the formation of character and the development of cognitive and mental capacity or prowess of a man, which enables members of the society to be responsible, civil and law-abiding, as well as possessing the capacity to be highly productive, because of their skilled labour status which is necessitated by developed cognitive capacity, and effectiveness in contributing  to the socio-economic development. For more insight on n the subject being discussed, refer to a related post titled "WHAT EDUCATION IS!"

THE STATE OF EDUCATION IN NIGERIA 

The state or condition of education in Nigeria is unimpressive, basically as a result of government's lack of seriousness in responding to educational needs and wrong impression, misconception and poor attitude of Nigerians towards education. The resultant effect of these acts is the low yield or inefficient result it has been producing over the years. If the state of education in Nigeria has been producing significant result, the country would have achieved development long ago. The statement necessitates or buttress the fact that, there exists a significant relationship between education and development, while its ineffectiveness has led the country to a state of decay, decadence, corruption, immortality, incivility, underdevelopment, etc.

THE SYSTEM OF EDUCATION IN NIGERIA

This is concerned basically with the manner and method Nigeria is fashioning its educational system, which naturally ought to be distinct and tailored towards meeting or solving existing social needs. It involves the method of designing and implementing educational system in the country, cutting across curriculum design, standard and welfare of teachers, method of teaching, students' performance appraisal and examination system, etc. These items outlined above are what constitute the deplorable and dilapidated state of education in Nigeria. The chief among them being poor curriculum design on which many other items are anchored or inter-connected, if adequately addressed, can go along way in tackling the problems of Nigeria, because it ought to be dove-tailed or tailored towards existing needs of the country.

PROBLEMS OF EDUCATION IN NIGERIA 

1. Wrong Impression, Misconception and Poor Attitude of Nigerians Towards Education

Education in Nigeria is incapacitated, and lacks what it takes to produce meaningful result because of the poor attitude of Nigerians. They see or regard education from the perspective of poverty alleviaton and rich-quick programme, instead of seeing it, first and foremost, as a process of character formation and cognitive development needed to solve social problems. That is why many have passed through school, but the school did not pass through them - it is the reason there is high rate of graduates and low rate of educated graduates. This poor perception or attitude of Nigerians is the root cause of prevalent examination malpractices, because the paramount reason for going to school is to pass examination with flying colours, obtain or acquire impressive credentials or certificate that will give an edge in the labour market (employment opportunities), it is definitely what education is mainly not. Because education has failed in its responsibility of moulding and forming character, corruption and decadence have become the order of the day. This problem needs to be adequately addressed for education to become the bedrock of development in the Nigerian society.

2. Poor Curriculum Design 

The inability of government and the relevant stakeholders to dove-tail or tailor curriculum towards existing social realities, which will involve a need based pattern of education to effectively diagnose and provide prognosis to social problems in Nigeria. That total disconnect and absence of school curriculum speaking to the needs of the country, is the issue that if well addressed, can reposition the country's educational system to be a need based system, instead of being just a conventional system for socializing same old idea.

3. Uniformity in the System of Education 

Unequivocally, education varies from people to people, place to place, and time to time, since Nigeria is a multi-diverse, multi-cultural and multi-ethnic, plural and heterozygous society, having uniformity in the system of education is a complete counter-productive. This is why education in the country is not yielding desired and effective result. If the country succeeds in practicing ideal federalism, which according to K. C. Where "...the general and the regional governments are each, within a sphere, coordinate and independent", where the regions (states) will have self-rule that will enable them legislate on educational matters and design their various curriculums in a manner that is unique and peculiar to their local needs and aspirations, independent of the general government, and also share rules with them (Federal Government), on mostly internationally related issues or items such as the immigration, customs, economy, foreign affairs, defence, etc., education in Nigeria would certainly be productive. What the country has presently, is a superimposed system, which is absolutely a misnomer.

4. Colonial Heritage 

Nigeria is yet to completely purged itself from the colonial system of education handed down from independence in 1960. The system which is dove-tailed towards secretariat and office employment known as 'white collar job' has become outdated and old-fashion. That attitude exhibiting by Nigerians is not in tandem with the prevailing reality in the country, given the pronounced change in the socio-economic culture of country. Now, the way forward or the new way of thinking and doing things vis-a-vis employment and means of livelihood (MOL) is entrepreneurship and self-employment. Unfortunately, our educational systems and specifically the curriculum, is not dove-tailed or tailored towards this new socio-economic reaity. Therefore, change in the attitude of Nigerians is quite imperative in order to come to terms with the fact that, aside from 'white collar jobs', there is existence of 'other collar jobs', it could be blue, green, yellow, brown, black, etc. which they must key in, by discarding the colonial heritage or attitude, in terms of the educational culture in the country.

5. Leadership Gaps/Policy Inconsistency 

To have significant breakthrough in education, Nigeria must solve its leadership gap, which is also a factor of policy inconsistency. The country is in serious need of leaders (especially during this election cycle, as events are building up towards the 2027 General Elections - with redemption and emancipation expectation in sight for citizens to mainstream) who are visionary, service delivery minded, and have the foresight in interpreting programmes, being in terms with prevailing realities, in order to guarantee sustainability which is the hallmark of policy consistency. Bringing this into existence is a sure way of ensuring that effectsive leadership can considerably contribute in solving the myriad of problems facing education in Nigeria.

THE WAY FORWARD ON EDUCATION IN NIGERIA 

The way forward to solving the problems of education in Nigeria is to redefine, reinvent and fine-tune the meaning and understanding of education, to completely erase the misconception and wrong impression, in order to mitigate the poor attitude of Nigerians on what education is not!, by dove-tailing it with, or to reflect the existing social realities, in a manner which will instigate attitudinal re-orientation, for high efficiency and productivity, against the backdrop of this current state which the result is counter-productive, as it is not sufficiently solving the country's problems and not also leading it on the path of development, the way it ought to.

WHAT EDUCATION IS!

It was the former Senate President of the Federal Republic of Nigeria, in the Fourth Republic i.e. from 1999, DR CHUBA OKADIGBO (LATE), who made this famous remark in his political speech below: "If you are emotionally attached to your tribe, religion or political leaning to the point that truth become secondary consideration, your education is useless. Your exposure is useless. If you cannot reason beyond petty sentiments, you are a liability to mankind". The quote provides a great insight on the invaluable and indispensable nature of education in the society. The misunderstanding of the subject informed a related post titled "What Education Is Not!", which explains in details what many pursue in the name of education, ignorantly leaving out the 'main thing'. Identifying and elucidating that main thing, is the crux of this piece, where practical understanding of the subject is made simplified.

Now, the big question is, what does education mean? Away from the usual bogus theories which may not always be in tandem with existing social realities, how can its practical understanding be illuminated in a way that will reflect the ideals and essence of the subject. Education ideally, is concerned with the following, and shifting away from them, perhaps to what education is mainly not, is a complete digression and a total misnomer:

1. The character.

2. The mind (cognitive or mental state).

Education may be defined simply as socialization or learning socialization, which means the transfer of knowledge from one era to another. In other words, the act of transferring the knowledge is learning. Education can also be defined as cultivating or learning the norms, conformity and standards of the society. It can also be viewed from the perspective of imbibing social maturity, social adjustment, and social tolerance. Making reference to a related post titled "THE IMPORTANCE OF TERTIARY EDUCATION", will offer more insight on the subject.

THE THREE (3) BASIC ASPECTS EDUCATION CAN BE VISIBLY PROVED

1. Education As Socialization (Learning and Transferring of Knowledge)

An important aspect of education is acquisition of knowledge. It is the knowledge acquired, when put to use or effectively applied, that the mind will experience development, leading also to reshaping and remolding of character. It is on this basis, an individual can be said to be educated, learned or literate - in a related post titled "THE BENEFITS OF HAVING A LITERATE (EDUCATED) SOCIETY", a well detailed explanation is provided, that can help to understand better how character formation or development affects the society.

2. Education As Character Formation/Character Development.

Character formation or development signifies that education has succeeded in reshaping and rebuilding character in such a manner that the personality and temperament of an individual become thoroughly bred, well trained, and well cultured in a manner that will express willingness in conforming to social norms, making an individual responsible and law-abiding citizen, which the multi-plier effects are orderliness, peaceful co-existence, and social stability.

3. Education As Cognitive/Mental Development 

The mind is trained, developed, and become useful in the society, by thinking, reasoning and acting differently, in a positive, responsible, disciplined, and cultured manner. Such developed mind can significantly contribute to social development, because of the effective and efficient capacity in solving social problems.

THE BENEFITS OF EDUCATION 

The aim of education is to remould, reform, rebuild, reshape and develop a man, which in turn, will build the society. What does it build or develop? The mind (cognitive or mental state) and character. So, outside the man, education is totally meaningless and non existing. Referring to a related post titled "THE TWO KEY DEHINING FEATURES OF EDUCATION" will provide better insight in understanding the break down of the benefits of education below:

1. TO THE INDIVIDUALS 

At this level, education provides personal development, which is basically concerned with cognitive or mental development, and character formation. The resultant or multi-plier effects of these are quite enormous, including having memory capacity to accommodate ideas, being responsible and law-abiding citizens, adequate exposure, being upright and truthful, liberal and open-minded, civil, cultured, disciplined, humane, because the education acquired has succeeded in transforming the cognitive state and character, into a refined person. The proof is the change in the way of thinking, reasoning and doing things, considerably refining individual's perspective and world view.

Another aspect of the benefits of education at the individual level is the knowledge, skills acquired, and capacity built that will enhance employability of individuals. When an individual is gainfully employed, his standard of living (SOL) in the society will be raised.

2. TO THE SOCIETY 

At this level, education is aimed at orchestrating social development. When a society records a highly significant number of educated, learned, or literate citizens, it becomes classified as a literate society, and the benefits of such society are quite enormous. First, it will witness high standard of living (SOL), because of the highly skilled labour status of citizens, which is a big plus or advantage in the labour market. Imagine the standard of living (SOL) of highly skilled ICT experts who are involved in the development of various software applications and blockchain? 

Secondly, education guarantees a liberal society, where citizens are enlightened and well informed, always seeking to establish a society equality, freedom and justice thrives, an essential ingredients needed to achieve social development. A literate society is one citizens, by virtue of the formal and modern system of education which adopts scientific methodology in seeking to establish and maintain absolute knowledge or absolute truth, are upright, truthful and honest. Above all, education produces responsible and law-abiding citizens through which peaceful, orderly, secure and stable society is guaranteed - another essential ingredient of social development. Finally, an enlightened and well informed society is one with politically active citizens, and high number of politically exposed persons (PEP), in terms of participation, adequate political inclusion and appreciation of government's programmes (public policies), which results in having high maintenance culture.

THE TWO KEY DEFINING FEATURES OF EDUCATION

 Education, especially formal, should not be toyed with by any society, due to its indispensability and vital role in social development - this is an undisputed fact. It was on this basis, a classical philosopher, Plato, made assumption that the philosopher kings (those who should rule), should be put in a dormitory by government (the state) for more than three decades (about 35 years), to receive sound education that will build their character, capacity and prepare them for task of leadership ahead; the assertion was made in an attempt at philosophising an ideal society. His philosophy was interpreted to mean that, since leadership is very tasking, requiring a highly cognitive prowess (intelligence), sound knowledge, high or sound moral values and standard (character), there was need for future leaders (the philosopher kings) to be highly trained through a sound system of education, in preparation for leadership responsibilities.

Today, such system ought to be made for all and sundry, in order to have a better society, since the subject in question, is unarguably the bedrock of development. Education generally, is a concept that is extremely necessary for two purposes (essence), namely personal development and social development.

PERSONAL DEVELOPMENT 

(I) Enlightenment and exposure

To enable one have informed and balanced view about life, is what education, first and foremost, offers people, specifically formal education. It helps to erode erroneous beliefs and misconceptions by sanitizing the minds to think logically, rationally and scientifically, as the case may be. Education has made people to know that ideas cannot be accepted hook, line and sinker without questioning, unlike before where unreliable knowledge would gain speedy acceptance, such knowledge cannott stand a test of time now. In view of the above, it builds liberal and broad minded individuals who can easily accept as well as defend the truth, no matter how difficult it is. They willingly, by virtue of their training, get involved in strengthening liberty in the society, that is why freedom, equality and justice which are strong recipes for a stable, orderly and egalitarian society, are parts of their character traits, and essential ingredients that translate into social cohesion, growth and development. Remarkably, the adoption of scientific process in inquiry, resulting in absolute truth/knowledge is an established method which is valid, not skewed and very reliable - meaning that knowledge gained from such process can stand a test of time. Nowadays, education has made us not to believe what has not been empirically tested, proven and logically verified.

The enlightenment and exposure to absolute truth makes education invaluable social concept and incredible instrument for the pursuit of sustainable development, because it will erode illiteracy, an indispensable index of development. Therefore, having a literate society is likened to an express way devoid of potholes and traffick jam; that could have orchestrated hindrances, while a smooth, safe and speedy ride is guaranteed.

(ii) Employment (Means of Livelihood - MOL)

Education enables one to have access to employment opportunities, in the area of one's specialty or expertise, be it vocational and technical education or conventional/formal education for semi-skilled and skilled labour. It helps to create capacity to solve problems by applying the skills acquired which in turn, will enable one earn a living comfortably. When the social problem of unemployment is solved, it will create multi-plier effects that will touch or affect other aspects of social life including average income per head, standard of living (SOL), gross domestic products (GDP), national productivity, etc.

So, on the personal basis, from the context of employment or means of livelihood (MOL), education appears to be a formidable factor which the society ought to pay critical attention to, not just school enrollment and acquisition of certificates. Going back to the basis is extremely needful, in order to really have sound and we'll informed idea about the subject, in a way that will stir up a paradigm shift. This advocacy is timely, considering the abysmal failure and fallen standard of education, which perhaps should be largely blamed on misconception. 

SOCIAL DEVELOPMENT 

The first aspect of social development is when the character has been well developed, i.e. possessing high and sound moral values and standard, capable of making one interact responsibly, being law-abiding to ensure order and stability is guaranteed in the society. This is what ideal education affords people. Secondly, when social problems are critically tackled and addressed adequately, it contributes to growth and development of the society. Education especially at the higher level is basically aimed at researching and providing solutions to social problems.

Moreover, the existence or occurrence of personal development, has multi-plier and attendant effects on social development. For example, employment is an indicator of personal development which helps to reduce unemployment, a social problem, situated within the social development aspect, and which in turn, affects social indices such as average income per head and standard of living (SOL), gross domestic products (GDP), etc.