Mismatch Between Skills Acquired and Skills Expected Among Tertiary Institution Graduates: A Case Study of Nigeria.

• In Event: Navigating Belonging and Innovative Approaches to Workforce Education

Proposal

The study investigated the nature of skills acquired by Nigerian tertiary institution graduates and the mismatch between skills acquired and skills expected among tertiary institution graduates; it also examined the nature of skills expected of Nigerian tertiary institution graduates by the employers of laborers. It investigated the extent of the mismatch between skills acquired and skills expected of Nigerian tertiary institution graduates; it examined the various factors and stakeholders responsible for the mismatch between skills acquired and skills expected of Nigerian tertiary institution graduates. Lastly, it investigated the differences/comparisons in the mismatch of skills between education graduates and basic medical science graduates in the Nigerian labor market.
This study employed both qualitative (structured interviews) and quantitative (questionnaires) data. Multistage sampling was used to select the sample for this study. These included two stages. The first stage was the purposive sampling technique; the second stage was the snowball sample. Thus, the respondents of this study were then five hundred and forty-two (542) forty-six (46) employers of labor and four hundred and forty-one (441) tertiary institution graduates (in education), fifty-five (55) tertiary institution graduates (in Basic Medical Sciences). Responses were collected from unemployed graduates, teachers, doctors, professors, senior lecturers, employers of lecturers (human resources of public universities), government officials and school owners (who are also employers of teachers).
The findings of this study showed that graduates of tertiary institutions developed and promoted effective collaboration within and across units to achieve shared goals and optimize results. Graduates of tertiary institutions also produced and delivered quality results in a service-oriented and committed to achieving agreed outcomes. The findings again revealed that employers of labor also contributed to the nature of skills acquired by Nigerian tertiary institution graduates. Employers of labor were of the opinion that the natural skills acquired by Nigerian tertiary institution graduates were problem-solving skills, communication skills, computer skills, reading skills and teaching. However, they submitted that Nigerian tertiary institution graduates were not thorough in skill acquisition and were more theoretical (just reading and writing) than practical. The findings of the study revealed that employers of laborers expected Nigerian tertiary institution graduates to possess communication skills that enhance graduates' writing, reading, listening and speaking skills to develop and promote effective collaboration within and across units to achieve shared goals and optimize results and to respect and promote individual and cultural differences. The findings indicated that employers of labor revealed that the nature of skills expected of Nigerian tertiary institution graduates includes much practical knowledge and ability to work in a composed, competent, and committed manner, and they should exercise careful judgment in meeting day-to-day challenges. The findings of the study revealed that there was a wide gap between skills acquired and skills expected of Nigerian tertiary institution graduates. The study also found that the cause of the mismatch was the country's education curriculum. The curriculum is outdated; some are still using curricula that are not solving the problems of the market or society. The findings also indicated that Nigerian tertiary institution graduates who were already employed revealed a high extent of mismatch between skills acquired and expected skills. The findings revealed that among various factors responsible for the mismatch between skills acquired and skills expected of a Nigerian tertiary institution graduate were most attached to governments at all levels (federal, state and local government) and lack of relationship between employers of labor and tertiary institutions. Lastly, the study also revealed that in medical school, the degree of freedom is high because they deal with human beings, they deal with lives, and they can't even allow any life to be lost. Without having enough skill, it will result in serious calamity, whereas, in the education sector, it is like you are killing the nation, and the teachers are nation builders. Mismatches in education are also a serious calamity. This indicated that medical graduates focused on practicals more than their education graduates counterparts.
The study recommended that the university authorities come to terms with the need to implement a more practical and result-oriented curriculum that would address the critical issue of mismatch and meet the required global standard. As a matter of urgency, university administrators should prioritize imparting knowledge to potential tertiary institution graduates and look to enhance lecturers' skills. Potential Nigerian tertiary institution graduates should engage themselves in various skills acquisition and not only disciplines they are admitted to study. They could achieve this by cooperating among themselves, their lecturers, administrators of the universities and the government. Policymakers and curriculum planners of the country should review the curriculum in tertiary institutions to accommodate adequate practical curriculum rather than a theory-oriented curriculum and solve the labor market problems. Government and policymakers should foster a cordial relationship between employers of labor and Nigerian tertiary institutions. This will not only solve the problems of mismatch but also boost the country's gross domestic product.

Author

• MOSES OLADELE OGUNNIRAN., UNIVERSITY OF ALABAMA