Higher Education and Graduates’ Unemployability in Nigeria: The Policy Implication


The deficient possession of relevant employability skills that have rendered many graduates unemployable in Nigeria has been a subject of national discourse among the policy makers in education in Nigeria in recent times. Graduates’ unemployability poses serious psychologically imbalance on the concerned persons while economic growth of the country is adversely affected. This paper focused on higher education and graduates’ unemployability in Nigeria: The policy implication. Apparently, what employers of labour are looking for in the graduates to fill job vacancies include academic qualifications, required skills, and personal characteristics. Nevertheless, employers of labour reiterated that some of Nigerian graduates though possess required qualification but do not have essential skills that will qualify them to be employed. From the available literatures, these skills include: communication, critical thinking, decision making, information technology, interpersonal, problem-solving mechanism, self directed learning, technical, numeracy and analytical and problem solving skills, entrepreneurial skills among others. This study considered Harry Jerome’s structural unemployment theory. It was suggested for the policy makers the need for the adoption of internship intervention programme into the one year mandatory National Youth Service Corps (NYSC) scheme, in order to furnish the teeming graduates coming out on yearly basis from various higher institutions in Nigeria with the required skills to make them to be employable, and this was represented with a model.

Author Information
Kamorudeen Aselebe, Emmanuel Alayande College of Education, Nigeria

Paper Information
Conference: ECE2022
Stream: Higher education

This paper is part of the ECE2022 Conference Proceedings (View)
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To cite this article:
Aselebe K. (2022) Higher Education and Graduates’ Unemployability in Nigeria: The Policy Implication ISSN: 2188-1162 The European Conference on Education 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2022.7
To link to this article: https://doi.org/10.22492/issn.2188-1162.2022.7

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Posted by James Alexander Gordon