Why Nigeria must reform polytechnic education curriculum — Stakeholders

Stakeholders Call for Curriculum Reform in Polytechnic Education

Stakeholders in polytechnic education in the country have stressed the need for a robust curriculum reform which will incorporate practical hands-on training and exposure aimed at ensuring that graduates are not only well-educated but also job-ready.

International Conference on Revitalizing Engineering, Technological and Science Education

The Institute of Technology, Kwara State Polytechnic, Ilorin recently hosted its sixth annual international conference on the theme, “Revitalizing Engineering, Technological and Science Education towards Nigeria’s Economic Recovery”. The conference brought together participants from higher educational institutions across the country.

Polytechnics’ Crucial Role in Equipping Youths for the Modern World

The conference emphasized the crucial role of educational institutions, particularly polytechnics, in equipping Nigerian youths with the knowledge, skills, and mindset necessary to thrive in the modern world.

Creating an Environment for Innovation and Problem-Solving

The stakeholders highlighted the importance of fostering an environment that encourages innovation, critical thinking, and problem-solving. This will empower students to become active contributors to the nation’s economic recovery. The stakeholders include higher institutions, research institutions, policy makers, and the private sector.

Collaboration for Knowledge Exchange and Transfer

The communique emphasized the need for collaboration between higher technological institutions and research institutes to facilitate knowledge exchange, research collaboration, and knowledge transfer. This collaboration can be institutionalized through internship, apprenticeship, and mentorship programs.

Investing in Infrastructure and Embracing Digital Transformation

The stakeholders called for adequate funding to upgrade laboratories, research centers, and libraries. This will expose students to the latest tools, technologies, and resources. Additionally, they emphasized the importance of embracing digital transformation in education through online learning platforms and technology-enabled teaching methods.

Revitalizing Engineering, Technological, and Science Education as a Collective Responsibility

The stakeholders highlighted that revitalizing engineering, technological, and science education is a collective responsibility of various stakeholders in the education industry, including higher institutions, research institutions, policy makers, and the private sector.

Science, Engineering, and Technology for Sustainable Development

The communique emphasized that science, engineering, and technology (SET) are vital elements for achieving sustainable development and reducing poverty. It highlighted the critical role of education in the speedy development of the country.

Addressing Challenges for Economic Recovery

The communique acknowledged that Nigeria is currently facing multifaceted problems resulting in hardship for its citizens and soaring national debts. It emphasized the need to revive the economy and improve the standards of living through SET sectors. The challenges include deficient legislative framework, regulatory ambiguities, unrealistic approaches, policies, and regulatory gaps that require a comprehensive approach.

Global Awareness for National Development

The presenter emphasized that engineering, technology, and science (ETS) courses are central to national development and economic empowerment. It called for Nigerians to be conscious of global trends in ETS education to meet international standards and contribute to the quick recovery of the nation’s economy.

READ ALSO FROM NIGERIAN TRIBUNE 

SDGs, Targets, and Indicators in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education
• SDG 8: Decent Work and Economic Growth
• SDG 9: Industry, Innovation, and Infrastructure

The article discusses the need for a curriculum reform in polytechnic education to ensure graduates are job-ready and contribute to economic recovery. This aligns with SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The emphasis on equipping youths with knowledge, skills, and mindset necessary to thrive in the modern world also connects to SDG 8, which focuses on promoting sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all. Additionally, the mention of collaboration between higher technological institutions and research institutes for knowledge exchange and research collaboration relates to SDG 9, which aims to build resilient infrastructure, promote inclusive and sustainable industrialization, and foster innovation.

2. What specific targets under those SDGs can be identified based on the article’s content?

• SDG 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university.
• SDG 8.2: Achieve higher levels of economic productivity through diversification, technological upgrading, and innovation.
• SDG 9.5: Enhance scientific research, upgrade the technological capabilities of industrial sectors in all countries, in particular developing countries.

The article highlights the importance of practical hands-on training and exposure in the curriculum reform to ensure graduates are job-ready. This aligns with SDG 4.3, which focuses on equal access to quality technical and tertiary education. The emphasis on innovation, critical thinking, and problem-solving as well as upgrading laboratories, research centers, and libraries connects to SDG 8.2, which aims to achieve higher economic productivity through technological upgrading and innovation. Furthermore, the mention of collaboration between higher technological institutions and research institutes for knowledge exchange and research collaboration relates to SDG 9.5, which focuses on enhancing scientific research and technological capabilities.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Percentage of graduates who are job-ready and employed within a certain period after graduation.
• Investment in research and development (R&D) as a percentage of GDP.
• Number of collaborations between higher technological institutions and research institutes.

The article does not explicitly mention specific indicators. However, the progress towards the identified targets can be measured by indicators such as the percentage of graduates who are job-ready and employed within a certain period after graduation, which reflects the effectiveness of the curriculum reform in preparing students for the workforce (related to SDG 4.3). The investment in research and development (R&D) as a percentage of GDP can be used to measure progress towards fostering innovation and technological upgrading (related to SDG 8.2). Additionally, the number of collaborations between higher technological institutions and research institutes can indicate progress in knowledge exchange and research collaboration (related to SDG 9.5).

Table: SDGs, Targets, and Indicators

Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.

Source: tribuneonlineng.com

Join us, as fellow seekers of change, on a transformative journey at https://sdgtalks.ai/welcome, where you can become a member and actively contribute to shaping a brighter future.