EWAN Summit: Stakeholders Call for Skills-Driven Education

* Say Nigeria can’t develop on certificates alone

Funmi Ogundare

A former Executive Secretary, Lagos State Technical and Vocation Education Board (LASTVEB), Chief Olawumi Gasper, Thursday called on the Federal Government, educators and the media to champion a decisive national shift from paper qualifications to practical skills.

He warned that Nigeria cannot achieve meaningful development while worshipping certificates above competence, creativity and integrity.

Gasper made the call at the 2025 Education Writers Association of Nigeria (EWAN) annual summit themed, ‘Nigeria’s Obsession with Paper Qualification and Integrity of Public Examinations: Is TVET the Way Forward’, held at the University of Lagos.

It was attended by policymakers, journalists and private-sector partners.

The chairman of the occasion explained that Nigeria’s longstanding obsession with degrees has fuelled examination malpractice, eroded the credibility of public assessments and produced graduates without the practical abilities needed for a modern economy.

He noted that the Federal Government’s 2025 TVET Reforms and Skills Acceleration Agenda, aimed at repositioning vocational training as a mainstream development pathway, offers Nigeria a chance to reverse decades of misplaced priorities.

“By formally elevating TVET to a national priority, the government has signalled a shift towards a skills-driven economy and reduced dependence on traditional academic qualifications,” he said.

Gasper, a former Rector of Lagos State Polytechnic, criticised a national mindset that equates certificates with competence, saying it has turned schooling into a race for credentials rather than capability.

“When a society begins to worship certificates above creativity and innovation, we should not be surprised when the system bends towards shortcuts,” he said.

He added that the integrity of public examinations has collapsed to the point where many assessments no longer measure learning but the survival of a broken system.

Without urgent reform, he warned, Nigeria cannot build a credible workforce or compete globally.

He argued that TVET must be repositioned as a prestigious alternative to traditional academic routes, not a fallback for those considered less academically gifted.

He commended government efforts in 2025 to upgrade science and technical colleges, expand skills centres, adopt industry-aligned competency curricula, deepen private-sector partnerships, and prioritise digital, renewable energy and creative industry skills.

“Our nation needs machinists, welders, coders, robotics fabricators, energy installers, automotive technicians and countless other skilled professionals,” he said.

“If Nigeria is serious about reducing unemployment and building a productive workforce, TVET is not only the way forward, it is the way upward.”

Gasper proposed the introduction of specialised postgraduate programmes Master’s degrees in carpentry, welding, plumbing, electrical installation, auto-service, beauty therapy, caregiving, pastries, digital content creation, underwater welding, and other skilled trades.

He said offering high-level academic credentials in practical fields could help “rebrand TVET and elevate skills to the level of prestige Nigerians attach to university degrees”.

In her remarks, the Vice-Chancellor, University of Lagos, Prof. Folasade Ogunsola, who was represented by the Deputy Vice-Chancellor, Development Services,  Prof. Afolabi Lesi, stated that Nigeria must begin to rethink its deep-rooted obsession with certificates.

He noted that the country’s education system must begin to reward competencies, skills and the right attitudes rather than paper qualifications alone.

Prof. Lesi said the culture of attaching excessive value to degrees has fuelled both unhealthy competition and widespread exam malpractice.

“As a university, we champion certification, but even we recognise that having a degree is not enough,” he said. “If you lack the skills and competencies that back your degree, then you have nothing. We must start rewarding competencies and skills appropriately.”

He warned that Nigeria’s societal pressure for degrees at all costs is partly responsible for cheating, noting that many learners pursue certificates not for knowledge but for the social and economic rewards attached to them.

Lesi also emphasised a major gap in public awareness about ongoing reforms in the education sector, stressing that education reporters have a critical responsibility in closing the communication divide.

“There is a lot of lack of knowledge about the good things happening. Your association has a big role in sensitising the public and helping more people understand and engage with the system,” he said.

Calling for stronger adoption of technology, the VC said digital systems remain the most effective way to curb examination malpractice.

He revealed that UNILAG’s use of Computer Based Tests (CBT) has helped expose cheating attempts, including candidates trying to deploy technology to beat the system.

“When we leverage technology, there are ways to checkmate cheating. We need to invest in appropriate tech and security to make the exam process flawless,” he added.

Earlier in his remarks, the Chairman of EWAN, Mr. Mojeed Alabi, stressed the need for urgent reforms to rebalance Nigeria’s inverted pyramid education structure and warned that the country continues to produce large numbers of university graduates while neglecting the technicians and skilled workers needed to sustain national development.

Alabi said Nigeria’s persistent undervaluing of technical and vocational skills has left critical sectors underserved and weakened the foundation of its economy.

Recalling a conversation from 2012 with the summit chairman, Chief Olawumi Gasper, Alabi said the country’s education system remains dangerously misaligned.

According to him, “We produce many engineers but very few technicians. The societal preference for university degrees over technical training has deepened skills shortages across infrastructure, manufacturing and service industries.”

He noted that the gathering was not a ceremonial meeting but a platform for confronting pressing challenges in education and driving meaningful change.

Alabi urged journalists, educators and policymakers to move beyond observation to active advocacy for reforms that strengthen teaching, assessment and workforce readiness.

The summit witnessed panel session titled, ‘Paper Qualification and Examinations Integrity: Addressing the Nexus’, with discussants including the Registrar, National Examination Council ( NECO), Prof Ibrahim Dantani, Head of National Office (HNO), West African Examination Council (WAEC), Dr. Amos Dangut, who was represented by a Senior Deputy Registrar, Test Development, Mrs Rosemary Ojo-Odide, as well as the National President, National Association of Proprietors of Private Schools, Chief Yomi Otubela.

They raised concerns that rushed policy reforms, inadequate infrastructure, and lack of stakeholder preparedness are creating conditions for examination malpractice and confusion among students in Nigeria; and also emphasised systemic gaps in curriculum rollout, the transition to Computer-Based WASSCE (CB-WASSCE), and broader education administration.

Otubela stressed that the gradual introduction of CB-WASSCE and the new senior secondary school curriculum requires careful planning and broad stakeholder involvement.

“The model of execution calls for caution,” he said, noting that parents, teachers, WAEC, NECO, and even the Ministry of Education remain confused.

He criticised the early enforcement of new curriculum subjects, arguing that students are being forced to study subjects not yet included in the NERDC syllabus, which unfairly disadvantages them and encourages malpractice.

He also highlighted infrastructure gaps, with many schools still relying on used computers and lacking government support to adopt CBT effectively.

Ojo-Odide of WAEC added a critical perspective, noting that examination malpractice often stems not from deliberate dishonesty but from students’ lack of understanding and inadequate preparation.

She stressed that exams are meant to be diagnostic tools guiding learning, not high-stakes competitions.

Emphasising the role of family and early education, she noted that rushed schooling and insufficient support during foundational years contribute to poor performance and academic shortcuts later in life.

Prof. Ibrahim Dantani called for a fundamental overhaul of Nigeria’s education system, emphasising that certification should reflect genuine competence, knowledge and skills.

He stressed that TVET is only one part of a broader educational ecosystem that includes science, commercial education, arts and humanities, all vital to national development.

He noted the gaps in meaningful learning, questioning whether Nigerian schools are effectively implementing competence-based curricula.

He also raised concerns about teacher quality, teacher education programmes, school infrastructure, syllabus design and adherence to implementation guidelines, noting that weaknesses in these areas have eroded the value of education.

He further pointed out societal attitudes that favour traditional university pathways over practical and technical skills, even among highly educated families, as evidence of misaligned priorities.

“To address these challenges, there is a need for curriculum redesign, enhanced teacher training, improved school facilities and strict enforcement of educational standards to ensure that students acquire both competence and meaningful knowledge,” he stated.