ABUJA, Nigeria (VOICE OF NAIJA)-A former Executive Secretary of the Lagos State Technical and Vocational Education Board (LASTVEB), Chief Olawumi Gasper, on Thursday urged the Nigerian Government, educators, and the media to drive a national transition from paper qualifications to practical skills.
He cautioned that the country cannot experience real progress while placing certificates above competence, creativity, and integrity.
Speaking 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’ and held at the University of Lagos, Gasper stressed the urgency of rethinking Nigeria’s educational priorities.
The event drew policymakers, journalists and private-sector stakeholders.
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The chairman of the occasion noted that the nation’s deep-rooted fixation on degrees has contributed to examination malpractice, weakened the credibility of public assessments, and produced graduates lacking the practical skills needed in today’s economy.
He pointed out that the Federal Government’s 2025 TVET Reforms and Skills Acceleration Agenda which aims to reposition technical and vocational training offers an opportunity to correct years of misplaced emphasis.
“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 societal mindset that assumes certificates equate to competence, arguing that this mentality has turned education into a pursuit of credentials instead of 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 public examination integrity has deteriorated to the extent that many assessments no longer reflect true learning.
Without decisive reforms, he warned, Nigeria risks stalling its workforce development and global competitiveness.
He emphasised that TVET must be elevated as a respected alternative to conventional academic routes, rather than being treated as a refuge for those labelled less academically inclined.
He applauded government initiatives in 2025 to upgrade technical colleges, strengthen skill centres, adopt industry-aligned curricula, deepen private-sector partnerships, and prioritise digital technology, renewable energy, and creative-sector competencies.
“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 launch 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 occupations.
He said offering advanced academic credentials in technical fields could help “rebrand TVET and elevate skills to the level of prestige Nigerians attach to university degrees”.
In her remarks, the Vice-Chancellor of the University of Lagos, Prof. Folasade Ogunsola represented by the Deputy Vice-Chancellor, Development Services, Prof. Afolabi Lesi stated that the country must confront its unhealthy obsession with certificates.
He stressed that the education system must begin to reward skills, competencies and attitudes, rather than paper qualifications alone.
Prof. Lesi explained that placing excessive value on degrees has intensified unhealthy competition and increased examination 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 linked societal pressure for degrees to rampant cheating, noting that many students pursue certificates not for knowledge but for the social and economic advantages they confer.
He also highlighted the public’s limited awareness of ongoing education reforms and stressed that education reporters must help bridge this knowledge gap.
“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 broader adoption of technology, he added that digital systems are the most effective tools for combating examination malpractice.
He revealed that UNILAG’s use of Computer Based Tests (CBT) has exposed several attempts at cheating, including technologically aided schemes.
“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 said.
Earlier, the Chairman of EWAN, Mr. Mojeed Alabi, underscored the need for urgent reforms to rebalance Nigeria’s skewed education system, adding that the country continues to produce large numbers of university graduates while neglecting the technicians and skilled workers essential for development.
He said Nigeria’s undervaluing of technical skills has left many critical sectors underserved and weakened the nation’s productivity.
Reflecting on a 2012 conversation with Chief Olawumi Gasper, he reiterated that the 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 event was not merely ceremonial but a platform to address urgent educational issues and promote meaningful change.
Alabi urged journalists, educators and policymakers to shift from passive observation to active advocacy for reforms that strengthen teaching, assessment and workforce readiness.
At the summit’s panel session titled ‘Paper Qualification and Examinations Integrity: Addressing the Nexus’, contributors included the NECO Registrar, Prof. Ibrahim Dantani; the WAEC Head of National Office (HNO), Dr. Amos Dangut represented by Senior Deputy Registrar, Test Development, Mrs. Rosemary Ojo-Odide; and the National President of the National Association of Proprietors of Private Schools, Chief Yomi Otubela.
The panelists raised concerns that hurried policy implementations, inadequate infrastructure and poor stakeholder preparedness are enabling examination malpractice and causing confusion among students.
They also highlighted systemic gaps in curriculum rollout, the introduction of Computer-Based WASSCE (CB-WASSCE), and education management.
Otubela pointed out that the gradual rollout of CB-WASSCE and the new senior secondary curriculum demands careful planning.
“The model of execution calls for caution,” he said, noting widespread confusion among parents, teachers, WAEC, NECO and even the Ministry of Education.
He criticised the premature enforcement of new curriculum subjects, arguing that students are being compelled to study content not yet included in the NERDC syllabus creating unfair disadvantages and fuelling malpractice.
He also cited infrastructure deficits, with many schools using outdated computers and lacking government support required for effective CBT adoption.
Ojo-Odide of WAEC added that examination malpractice often arises not from intentional wrongdoing but from lack of understanding and insufficient preparation.
She emphasised that exams should serve as diagnostic tools rather than high-stakes contests.
She linked poor performance to rushed schooling and inadequate early education support.
Prof. Ibrahim Dantani called for a complete overhaul of the education system, insisting that certification must reflect real competence and skill.
He said TVET is only one aspect of a larger educational structure that includes science, commercial studies, arts and humanities all essential to national development.
He highlighted gaps in meaningful learning and questioned whether competence-based curricula are being effectively implemented.
He also raised concerns about teacher quality, teacher education programmes, infrastructure deficits, curriculum design, and compliance with implementation guidelines, saying these weaknesses have reduced the value of education.
He further observed that even highly educated families often prioritise traditional university routes over technical or vocational skills an indication of persistent 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.