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.

WHAT EDUCATION IS NOT!

 The meaning and essence of education have been greatly misconstrued and misunderstoo in Nigeria.This clearly explains why the country and its citizens have not derived maximum benefits from it, the way it ought to. It is indeed a great concern, given the critical role education plays in the society. The subject has undoubtedly brought significant revolution to many societies across the globe - the reason it is usually described as the bedrock of development in the society. This means that any country planning for development must first start from the foundation, which is education. Outside this, meaningful and sustainable development cannot take place. Could this be the reason Nigeria is not developed after many decades of attempt? Shouldn't it be a good idea to go back to the drawing board, to verify if the foundation (education) is well laid, considering its inability to produce effective result? The digression may be found within the misconception of the subject, which every subsequent efforts would be counter-productive.

In view of the above, it is pertinent to critically x-ray the associated or surrounding challenges of the subject, especially by elucidating and broadening the scope of understanding, in order to place it on a sound and proper pedestal that will lead to yielding desired or expected result. On this note, starting with what the subject is not mainly concerned with, would help to provide adequate guide that will enable the understanding of what it is about.

WHAT EDUCATION IS NOT!

1. EDUCATION IS NOT MAINLY ABOUT ACQUISITION OF CERTIFICATES 

It may sound unreasonable in a way, but it is true. Over-emphasis on certificates above competence and skills is a prominent issue that characterizes Nigeria's educational system, making a lot of Nigerians believe that education is all about enrolling in school to acquire certificates. This attitude largely contributes to the alarming rate of examination malpractice in the country, pushing students to go to extra length to acquire certificates without possessing education, which has further reduced the standard/quality of education. it has guaranteed many false hope if being educated, simply because of the certificates acquired. This can also be attributed to the reason a lot of graduates are incompetent, unskilled, and under-employed - because they are incapable of defending the knowledge and certificates acquired in school. In this situation, they become unproductive and huge burden to the society, against the backdrop of what education in real or ideal sense represents. Education is definitely more than certificates; certificates are merely testament or a proof of one's education. Now, the issue is how people manage to acquire the testament without the main thing - education?

2. EDUCATION IS NOT MAINLY ABOUT COMMUNICATING IN ENGLISH EFFECTIVELY (SPEAKING GRAMMAR).

Many Nigerians view education in this manner - if one is able to speak or communicate effectively in English, he or she is regarded as educated. Whereas, such people may be lagging or have deep gap in character. However, this doesn't also mean that the educated should be found wanting in effective communication. This alone does not make one educated; it is not also a top priority in education mix. Therefore, as much as one cannot be educated without effective communication, it should be clearly expressed that education is far more than effective communication.

3. EDUCATION IS NOT MAINLY ABOUT HAVING GOOD MEMORY TO ACCOMMODATE IDEAS

Having good memory alone does not make one educated. Many have got this but continue to live wayward, unprincipled and irresponsible life. Such people do not create impact or contribute in solving social problems, because ideas/knowledge acquired from having good memory have not affected their characters or passed through them effectively. That is why they claim to be educated, yet are very corrupt, not law-abiding and cannot defend or stand firm on the side of the truth and justice. From inception, educated people are known for being upright, truthful and honest; they fightor pursue the course for a just society - the reason it is said that education is the bedrock of development, because where educated people exist, social equality will be guaranteed, while social discrimination will be eliminated. What they represent or stand for in the society are basic ingredients (justice, equality, freedom and stability) that will help accelerate development. If those components are lacking, development will continues to elude the country.

4. EDUCATION IS NOT MAINLY ABOUT SCHOOL ENROLMENT 

Many people in Nigeria have earned the name 'uneducated graduate', probably because they only passed through school while the school did not pass through them. They got school enrollment but unfortunately, nothing was built or cultivated in them to justify their enrollment. It is not all about seeing the four walls of a school, the question is what can you d?, How has your reasoning been affected? How have your world view, values and perspective been affected, in relation to social expectations? Having excellent attendance and rprobably esults do not directly translate to character formation, it is only a fulfilment and a process that will result into the character formation. So, Nigerians should not claim being educated for having school enrollment, the misconception should be erased - I mean the myopia iwhich is part of the reason the country is very backward.

5. EDUCATION IS NOT MAINLY ABOUT PASSING EXAMINATION WITH FLYING COLOURS

Many have continued to argue that examination is not a true test of knowledge. is it also believed that it is a true test of character? Through examination, many have passed the knowledge test, but continually fail the character test, because their knowledge only exist in the brain, perhaps as a result of having good memory; not being internalized in the sub-consciousness, in a way that will change or affect the character, in line with social norms. Education is much more than passing examination excellently and recording school enrollment.

WHAT THEN IS EDUCATION?

If education is the bedrock of development in the society, and there exists a misunderstanding on the subject, there is a serious need to re-invent the wheels, in order to trigger a paradigm shift and attitudinal re-orientation that will help in steering the course of sustainable development which education provides. people must know what education is ideally all about. Because outside that, standard of education cannot be discussed and measured successfully - how will one determine the standard of something they barely know? Does question like why are certificates usually issued as testament for finding graduates worthy in character and learning stir up or stimulate curiosity? This is an indicative of the fact that the subject of discourse is basically concerned with two main things, which include:

1. Education is socialization (learning and transfer of knowledge)

The transfer of customers and tradition including social norms, existing body of knowledge, e.g. Agriculture, Biology, Government, etc; skills and technologies, that will enable one understand and appreciate the society better, and to be able to use same in solving it's problems/challenges in other words, the knowledge acquired and used for social good is what education is. For emphasis, Nigerians should know that education is acquired for the purpose of understanding better the working of the social system or the working of an aspect of the social system, in the case of higher education which one only focuses on a branch of knowledge. It cures ignorance and makes one well informed. Since a problem known is half solved, social problems become easier to solve for those who are well informed (the educated).

2. Education is character formation or character development.

The knowledge socialized or transferred should not only be stored in the brain, it should be well personalized and practicalized - to enable one conforms to Social institutions and system. It is impossible for people to conform to social norms if they have not been thoroughly taught (learning), for the knowledge to shape conduct and behavior; affects character accordingly, In order to become responsible citizens. The above is in agreement with the perspective which education is defined as learning or inculcating social norms, conformity and standard, as well as learning social maturity, social adjustment, and social tolerance. The sole aim of learning in this regard,  is for the purpose of solving social problems, be it at the personal/individual level, which is a unit or sub+set of the society, or at a larger scale. For instance, when one uses the knowledge and skills acquired to make ends meet (means of livelihood - MOL), the problem of unemployment is reduced, while average income per head and standard of living (SOL) are also positively affected, and the multi-plier effects keep expanding. On the whole, the ideal essence of education should be revisited by Nigerians, if it must be the bedrock of development.

THE IMPORTANCE OF TERTIARY EDUCATION

 A lot of people lack knowledge and understanding about the importance of having tertiary education. The myopia of looking at life and success only from the angle or perspective of material possession further aggravates the situation, leading to gradual loosing of the essence of the existence of institution of higher learning. Considering our predominant or prevalent social values - which is materialism- that has become a huge jeopardy in understanding what ought to be, informed the writing of this piece. The critical concern is the alarming rate people have forgotten the ideal essence of tertiary education, and myopically pursuing a mirage - I.e. the unweavery and deep seated attitude and orientation that, acquiring university education helps people escape poverty, amass wealth and elevates one's social status, which is part of what education is not. Unfortunately, this is regarded as a key factor responsible for incompetence and mediocrity, leading to over - reliance  and unnecessary promotion of paper qualifications (credentials), over competence, creativity and discovery, as we used to have in the past. In other words, it is no longer a citadel of learning, research, and a veritable ground for building or cultivating sound social or moral values, that will help in building development in the society.

Now, the question that should help solve this serous misnomer is: why do people really enrol for or pursue tertiary education? Or what is the main or ideal essence of having tertiary education? The answer, no doubt, will help straighten the record and erase every misunderstanding and ignorance surrounding the subject of discourse.

1. LEARNING OR ACQUISITION OF KNOWLEDGE 

Tertiary education makes people highly learned and educated. Learned people are those who have been well socialized, and have adequately cultivated the norms, conformity, and standard of the society.These set of people have also imbibed social maturity, social adjustment and social tolerance - making them responsible and law-abiding citizens Maintenance of order, peace and stability become possible when a society is predominantly made up of learned or educated people - this is extensively explained in a related post titled "THE BENEFITS OF HAVING A LITERATE (EDUCATED) SOCIETY".

2. SOCIAL DEVELOPMENT 

Tertiary education is development oriented, because it is geared towards conducing research with the aim of solving existing social problems; mainly through discoveries and invention - beyond patriotism acquired from civic or citizenship studies - that is why the educated are more development oriented than the uneducated. Their knowledge, experience, exposure, etc. are great advantage to the subject of comparison. And, it clearly supports why they are more culture, responsible, and law-abiding - factors responsible for peaceful co-existence, order and stability in the society. These serve as precursors or ingredients for rapid development in the society.

3. PERSONAL DEVELOPMENT 

Tertiary education helps in building generally acceptable values, virtues, and ethics (morals) that guide individual's conduct and lifestyle, in all sphere of human endeavour, in order to help them secure a successful living. Successful liviv in this context, involves strictly abiding by existing social norms, which certainly can contribute to personal success in life. Do not forget, prisoners and most cases, ex convicts do not live successful life in the society. It also builds the mind or intellect, sharpens horizon, reasoning and understanding, as well as enhancing cognitive prowess. Tertiary education helps develop skills and capacity that will enable sustainable means of livelihood, to excel after graduation - that is why graduates, in an ideal situation, should not complain about unemployment, because the cognitive and intellectual development and capacity building acquired, make them highly skilled sub-set of a country's work force, which can enable them solve complex social problems, making them highly sought after, in the labour market.

In summary, decadence has created so much vacuum in our society today, hence the reason for witnessing absolute digression from what it ought to be, including the essence of tertiary education. It becomes needful to advocate the return to the basis in this regard. Therefore, acquiring tertiary education should first and foremost be seen from the perspective of building the society, and not exploiting it.

NELFUND DISBURSEMENT TO IGNITIUS UTURU UNIVERSITY OF EDUCATION, RIVERS STATE, NIGERIA

The Nigerian Education Loan Fund (NELFUND) in line with Students Loan Act (2024),  charged with the responsibility of granting interest free loan to tertiary institutions' students from poor homes, has made another batch of disbursement, to IGNITIUS UTURU UNIVERSITY OF EDUCATION, Rivers State, Nigeria, for the 2025/2026 academic session.

The break down of the disbursement made public is as follows:

Total Amount Disbursed: 809,325,700

Students covered: 4,649

THE MAIN CONCERN 

The fear of not working within the specified policy framework. 

The outrageous number of the benefitting students should be a major concern to the officials and the government, considering the well spelt out category of students who should be considered - students from poor or indigent families who are unable to afford tertiary education, not those who can afford but decide to beat the system in order to benefit from the usual Nigerian mentality of regarding the programme as government largesse, without intention of paying back.

Question arising:

What is the yardstick for determining beneficiaries? 

If this modality is not set, unreasonable or outrageous number of students will indicate interest, including those who can afford tertiary education in the country.

THE PROBLEM OF DATA IN NIGERIA 

Because of the poor attitude of citizens towards government's programmes or public policy, citizens who are fond of expressing the no-man's business, reckless, non-challant, and indiscriminate attitude, will stop at nothing in ensuring the programme is not implemented as specified, because they see public policy as something that is meant to be taken advantage of, not something that should be protected or well guarded for the general interest of the public. Therefore, if the parameters for selection of eligible beneficiaries are not well specified and strictly followed to the letters, it will definitely record outrageous number of beneficiaries (including high number of those who can afford tertiary education). That will be a big question to data credibility, in terms of the rate of poverty in the country. Therefore, if the programme lacks monitoring mechanism in selecting appropriate beneficiaries, conflict of data is bound to occur. This has been the general problem in the country, and for such to be arrested and addressed on time, government will have to interven effectively, so that the goal of the programme will not be defeated, and the country will not churn out skewed data. If this is acted as recommended, the image of the country in the global community will be salvaged.

REPAYMENT PLAN

Repayment plan is part and parcel of the sustainability plans, so that it will go round for more or new beneficiaries to have their turns. As usual, the Nigerian mentality is what should be fought tooth and nail, for the success of the programme, typical Nigerians see public policy as something that is meant to be taken advantage of, not something that should be protected or well guarded for the general interest of the public.

The NELFUND repayment plan has been well specified by the administrators of the programme, it has also began to record graduate beneficiaries who will soon throng the labour market. The big question that continues to stare us in the face is, do Nigerians truly ready to change their attitudes towards government's programmes like this? Are the beneficiaries willing and ready to comply strictly with the repayment plan after graduation? Not having intention of beating the system, because it amounts to shooting themselves in the leg. That is the concerned issue that should be addressed if sustainable, reliable and rewarding system must be built - no two ways about it.

SUSTAINABILITY PLAN

Will the programme ends with the administration of the incumbent president, Bola Ahmed Tinubu, that originated it? We cannot forget so soon other projects like this from the previous administrations. The Nigerian Youth Investment Fund, otherwise known as the youth investment bank, N-Power, etc. cannot be overlooked when situating the problem of lack of continuity of government's programmes. It is now like a norm for leaders to come in with their fresh plans, jettisons the plans of their predecessor, while the ones he brought in will be discontinued or jettisoned by his successor. And it goes on and on and on. When shall we learn lesson that government is continum.

To this end, the need arises for strengthening plans to sustain the programme, so that it will not be discontinued like others. Regardless of the cons or disadvantages, establishment of Bank of Education (BOE) is needful, to be able to coordinate and steer the programme successfully. If there are existing specialized banks such as Bank of Industry (BOI), Bank of Agriculture (BOA), Federal Mortgage Bank of Nigeria (FMBN), Nigerian Export-Import Bank (NEXIM), Development Bank of Nigeria (DBN), etc. why not Bank of Education (BOE) too, considering its central role in the society: being the bedrock of development.